Skagit Valley College Self Study 2009

Transcription

1 Skagit Valley College Self Study 2009

2 Mission Skagit Valley College exists to expand opportunities and horizons for students and to improve the communities in which they live. We achieve this by welcoming and valuing diverse learners, providing quality education and support, and contributing community leadership and service. Vision We will be the community s college, respected by our diverse population for open access, a welcoming climate, excellent teaching and support services, successful student learning, and for our contribution to economic development, cultural enrichment, environmental awareness, and social justice. Values Learning: Our focus is on learning in a climate of open inquiry, respect, academic freedom, and scholarship. Excellence: We deliver skillful teaching, innovative curricula and co-curricular activities, effective services and support, continuous assessment, and systematic, measurable change. Student Success: We foster student success by being learnercentered, remaining flexible and accessible, and engaging students as active partners in their learning and in shaping and participating in the life of the college community. Employees: We support, value, and reward our employees, who are key to the achievement of our vision and mission. Diversity and Global Multiculturalism: We affirm individual uniqueness, celebrate diversity, and encourage mutual cultural understanding. Civic Responsibility: We are committed to democratic ideals that encourage engagement in the affairs of the college and the community it serves, involvement in the global community, and the promotion of social justice. Sustainability: We model best practices to create facilities, systems, and programs that are regenerative and sustainable. Communication: We value honest and respectful communication that contributes to effective relations, operations, personal growth and learning.

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5 Skagit Valley College o Where Learning Comes to Life o Reaffirmation of Accreditation This Comprehensive Self-study Report prepared for the Northwest Commission on Colleges and Universities Evaluation Committee Visit, April 6-8, Skagit Valley College 2405 East College Way Mount Vernon, WA

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7 Table of Contents 7 table of contents Preface...9 eligibility requirements...11 EXECUTIVE SUMMARY...13 STANDARD ONE...19 Institutional Mission and Goals, Planning and Effectiveness STANDARD TWO...33 Educational Program and its Effectiveness STANDARD THREE...93 Students STANDARD FOUR Faculty STANDARD FIVE-A Library & Information Resources STANDARD FIVE-B Information Technology STANDARD SIX Governance & Administration STANDARD SEVEN Finance STANDARD EIGHT Physical Resources STANDARD NINE Institutional Integrity GLOSSARY OF ABBREVIATIONS index tables index

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9 Preface 9 Preface The College began the self-study process in late 2006 when the College President asked the Director of Institutional Research (IR) to lead the self-study process. In February 2007, five college members, including the IR Director, attended the NWCCU self-study workshop in Seattle and identified four goals for the College in developing a self-study: 1) self-reflection, 2) telling our story, 3) addressing issues and answering questions important to the College, and 4) encouraging cross-district communications. This original group of five (Biehl, Muia, Pettitt, Smith and Svendsen), along with other staff members, was convened as the cross-district Accreditation Steering Committee (ASC) in winter Central to the success of the self-study process was the diversity of membership that brought multiple perspectives to the development and analysis of the self-study elements. The ASC includes the following members: George Biehl, Faculty, Science, WIC Joe Buenaventura, Information Technology, WIC Debra Lisser, Member, Board of Trustees Alan Muia, Interim Dean of Student Services Maureen Pettitt, Director of Institutional Research Jeanette St. Germain, Assistant Controller Linda Smith, Faculty, Communication Studies, MVC Claus Svendsen, Faculty, Environmental Conservation, MVC Gary Tollefson, President During the reminder of the academic year, the ASC established timelines, a self-study development processes, and communications strategies. Since the College had SharePoint capability on the College portal, SharePoint was selected as the vehicle for collaborating on self-study documents. The ASC identified and contacted individuals to serve on standards writing teams. The membership of the writing teams is presented in Table P.1. The ASC created templates for instructional and support program narratives that would subsequently be incorporated into the appropriate standards. Writers were urged to develop the narratives with the following ratio in mind: 20% description, 50% data, and 30% analysis. At the fall 2007 all-staff in-service, the Steering Committee presented the College community with the timelines and the templates for completing program narratives. During the quarter, there were many opportunities for conversations and enhanced understanding across the district and units as the program narratives were developed and discussed. Instructional and student services program narratives were submitted in December 2007 and the writing teams, led by administrators and guided by ASC liaisons, drafted initial versions of the standards. The initial drafts were posted on the College portal in spring 2008 for review by the college community. Work on the standards continued during the summer, with the ASC and other faculty reviewing and making suggestions. In fall 2008, the revised standards were posted for another review by the College community. An easy-to-use webbased survey for submitting comments was posted with the standards. The ASC encouraged comments and suggestions via several announcements to all employees. All comments were reviewed and considered by the ASC. From September through Decembers 2008, comments from the survey and the most recent data were woven into the standards. The final draft of the self-study was completed in early January 2008.

10 10 Skagit Valley College Self Study 2009 The ASC and College administrators believe that this document provides strong and clear evidence that the College is achieving its mission, vision, and goals. Equally important, the document provides evidence that the core and general education values of the College are central to the work of the College community. Table P.1: Standards Writing Team Membership, January 2008 Standard(s) Co-Chairs Members Institutional Mission, Governance & Integrity (1, 6 & 9) Curriculum & Faculty (2 & 4) Students (3) Library & Information Technology (5) Facilities & Finance (7& 8) Maureen Pettitt Lynn Dunlap Harriet Custer Mick Donahue Jim Jolly Linda Woiwod Linda Baker Mindy Coslor Tom Bates David Scott Tom Harker Kim Cook Tamara Oakes Marilyn Haren Larry Sult Visakan Ganeson Bill Overby Barb Williams Sue Williamson Joan Youngquist Kurt Dunbar Chuck Luckmann Jennifer Handley Marilyn Chu Neta Cahill Brian Hanchett Valerie Thompson Mary Darden Mike Witmer Chuck Stevens Fay Shane Barb Moburg Sindie Howland Gary Eckermann Jeff Stady Carol Huber Jason Lind MJ Tyler Jim McCleery Gary Sheets Gary Payne Maryrose Eannace Marie Duckworth Steve Epperson Denise King Leslie Lukasik Ann Reid Scott Hall Steering Committee Liaison(s) Debra Lisser Gary Tollefson Linda Smith, Claus Svendsen Alan Muia Joe Buenaventura George Biehl Jeanette St. Germain

11 Eligibility Requirements 11 eligibility requirements Authority Skagit Valley College is authorized by the State of Washington to operate and award degrees under Washington Administrative Code 28.B.50. Its programs of study are approved by the Washington State Board for Community and Technical Colleges and, for transfer programs, the Washington Higher Education Coordinating Board. Mission and Goals Skagit Valley College has clearly defined mission, vision, and goal statements and uses these as the basis for decision-making and the allocation of funds. (See Standards 1 and 7) Institutional Integrity Skagit Valley College is governed and operates in a non-discriminatory manner. Stakeholders most affected by decisions are informed and provided opportunities for suggestions and feedback. (See Standards 9 and 6) Governing Board The College s Board of Trustees is comprised of five unpaid members appointed by the governor for five-year terms. The Board sets policy and approves the budget, but delegates operational policy- and decision-making to the College president. No voting board member has any contractual, employment, or personal financial interest in the College. (See Standard 6) Chief Executive Officer The College president, appointed by the Board of Trustees, serves as the CEO. His full-time responsibility is to the institution. The president serves as the secretary to the Board of Trustees. (See Standard 6) Administration Skagit Valley College maintains administrative and support services necessary to achieve its mission and goals. (See Standard 6) Faculty The College employs a core of 127 full-time, professionally qualified faculty to deliver instruction, library services, and counseling. Faculty are evaluated based on their status. Faculty contracted workloads and opportunities for professional development are consistent with the College s mission and goals. Faculty are involved in academic planning, curriculum development and review, student academic advising, outcomes assessment, and institutional governance. (See Standard 4) Educational Programs Consistent with its mission and vision, the College offers a wide range of high-quality educational programs which lead to degrees and certificates. All degree programs are based on recognized fields of study and are approved by the State and the College s Board of Trustees. Degree programs require learners to be effective users of library and information resources. The College s emphasis on building community encourages strong student-faculty interaction in onsite and online courses. (See Standards 2 and 5) General Education and Related Instruction At Skagit, all degrees and professional-technical certificates of 45 or more credits include a general education component. Professional-Technical programs meet the general education/related education requirements set forth by the NWCCU. General education learning outcomes are incorporated into course outlines, syllabi and learning outcome assessment plans. Transfer degree programs meet the guidelines set forth by the Higher Education Coordinating Board and the State Board for Community and Technical Colleges and other official bodies. (See Standard 2) Library and Learning Resources The College libraries provide onsite and online resources, instruction, and reference assistance for students in all programs as well as college employees. Librarians and faculty make connections

12 12 Skagit Valley College Self Study in a variety of ways to support student success. The library facilities also provide computer access and study spaces for students. The Information Technology department provides and maintains the technology infrastructure to support all instructional and administrative operations. (See Standard 5) Academic Freedom Skagit Valley College maintains a learning environment that fosters academic freedom and creative activity and innovation. Academic freedom is addressed in the collective bargaining agreement. (See Standards 4 and 9) Student Achievement At Skagit Valley College, discipline- and general education- related student learning outcomes are defined by the faculty in standardized programand department-level learning outcomes assessment plans. Faculty review, revise and update assessment plans on a periodic basis to include the results of assessments and how those results are used to improve programs. In addition, the College conducts systematic assessments of student engagement and achievement using national and local instruments. Student achievement is also an element of the systematic program review process. (See Standard 2) Admissions Skagit Valley College has an open-door admissions policy. Special programs, such as nursing, may have their own admissions requirements which are clearly spelled out in the College catalog and brochures. To foster student success, students are placed in appropriate courses in English and mathematics based on diagnostic test results. (See Standard 3) Public Information Skagit Valley College publishes a printed catalog every two years; however, the web-based version of the catalog is regularly updated and considered in effect at all times. The catalog provides information on admissions, academic rules and regulations, costs and refund policies, attendance and withdrawal policies, and degrees, programs, and courses. The College s Public Information Office coordinates with other College offices to create consistent and accurate information in print and on the College s website. Financial Resources The College s funding comes primarily from the Washington state legislature and from in-state and out-of-state tuition. Additional sources of resources include grants and contracts. The College has a stable financial status and reserves. (See Standard 7) Financial Accountability The College s finances are externally audited by the Washington State Auditor s Office. The College meets all auditing and accounting requirements. (See Standard 7) Institutional Effectiveness Skagit Valley College has a strategic plan that informs decision-making and a well-established cycle for planning, reporting and budgeting activities provided in the Appendix. Progress toward strategic plan goals is measured on a regular basis and reported to the Board of Trustees. (See Standard 1) Operational Status Skagit Valley College has been offering educational programs since The College has maintained continuous accreditation status by the Northwest Commission on Colleges and Universities. Disclosure In preparing for its ten-year accreditation visit, Skagit Valley College has disclosed and made public all information, documentation, and materials requested by the Commission in order to carry out its evaluation and accreditation functions. Relationship with the Accreditation Commission Skagit Valley College accepts and subscribes to the standards and policies set forth by the Northwest Commission on Colleges and Universities. The College makes available all information requested by the Commission.

13 Executive Summary 13 EXECUTIVE SUMMARY History and Context Skagit Valley College was established in The College began operating in an upstairs room in Mount Vernon High School, offering primarily academic courses. In 1941 some vocational programs were added, and in 1948 the College began offering general interest courses. Today, the College has two campuses and three centers. The main campus is located in Mount Vernon on a 100-acre site approximately 60 miles north of Seattle. The Whidbey Island Campus, located in Oak Harbor, was opened in 1970 in cooperation with Naval Air Station Whidbey. In 1973, the Navy transferred the property to Skagit Valley College. The South Whidbey Center is located in the town of Clinton on Whidbey Island. The San Juan Center, located in Friday Harbor, is accessible only by boat or air. Both centers offer academic courses, computer technology courses, and senior classes. The Business Resource Center, located in downtown Mount Vernon, offers a variety of courses supporting the economic development and success of businesses in the region 90% of which have ten or fewer employees. The Business Resource Center is co-located with the Economic Development Association of Skagit County. Characteristics of District Population, Students and Staff The College serves a predominately rural tri-county area (Skagit, Island, and San Juan counties) covering 2,118 square miles in northwest Washington State. As shown in Table E.1, the 2005 three-county population was 202,400. When compared with the state population as a whole, the district population has a lower median household income and college degree attainment. For many of the district s residents, Skagit Valley College represents the only geographically and/ or economically accessible post-secondary education option an open door to quality academic transfer, professional-technical, and basic skills programs that provide a solid bridge to jobs and futures. According to data from the Washington State Office of Financial Management (OFM), the residents of the district take advantage of higher education opportunities, especially those in Skagit County where degree attainment is low. The Table E.2 presents the community college participation rate and rank for the counties in Skagit s district in fall One of the most significant changes in the district s population in the past decade has been the increase in the Hispanic population in Skagit County. Based on the 2000 census, 13.6% of the Table E.1: Selected Characteristics of District Population by County County Population (2005) Median Household Income (2005) Percent with a College Degree (2000) Skagit 110,900 $51, % Island 76,000 $48, % San Juan 14,077 $49, % Washington $53, %

14 14 Skagit Valley College Self Study 2009 Table E.2: Higher Education Participation Rate and Rank by County, 2006 County State Rank Percent Skagit % Island % San Juan % Washington 3.7% Note: Participation rates are for residents 17 years or older. The number of counties in the state is 39. county s population was Hispanic. That percentage has grown to 14.9% in April 2008, according to the OFM estimate. As shown in the Table E.3 below, College enrollments had decreased during the past several years; however, the enrollments from last year ( ) and the fall 2008 suggest a reversal of that trend. In fall 2008, the College served 7,277 students who generated 4,300 full-time equivalent students (FTES). Of the 6,800 students enrolled in credit courses, 41% were enrolled as transfer-seeking, 32% reported working toward professional-technical degrees or certificates, and 12% were taking basic skills. Fifteen percent (15%) of the students were enrolled at the college for personal fulfillment or similar reasons. Sixty-one percent (61%) of the students enrolled in fall 2008 were attending part-time (less than 12 credits) and 63% were female. The average age of females is 34 while the average age for males is 29. Of those enrolled in fall 2008, 251 were international students and 566 were enrolled as Running Start students. The majority of the students were white (71%), 16% are Hispanic, and 5% identify themselves as Asian/Pacific Islander. Institutional Strengths The College s mission, vision and value statements, revised in , reflect the College s 80-year history as an integral part of the communities it serves. Indeed, the College is sometimes challenged by the collective ambition of faculty, administrators and staff to undertake new and innovative projects to meet the needs of its varied communities and enhance the success of its students. The results for the College and its stakeholders, however, have made these efforts worthwhile. Skagit has gained national prominence over the past two decades for its curricular innovations, especially the College s learning communities program. For example, the College s emphasis on collaborative learning and its early successes in developing and assessing learning outcomes were significant factors in the selection of the College in 2000 as one of 16 community colleges in the nation to participate in the League for Innovation in Community Colleges Learning Outcomes Project. Skagit s participation in this project served as the catalyst for a variety of teaching, learning, and assessment initiatives described in detail in Standard Two. Results from the College s participation in the national Community College Survey of Student Engagement (CCSSE) have earned Skagit several recognitions. In each year that the College has administered the CCSSE (2003, 2005, and 2007) the College has been above average on the CCSSE performance benchmarks (see McClenny, 2006 for Table E.3: College FTE Enrollment and Headcount, 2003 to 2008 Fall Quarter Qtr FTE Unduplicated Headcount Academic Year FTE (Annualized) ,426 7, , ,196 7, , ,979 6, , , , ,082 7, ,405

15 Executive Summary 15 information about the development of benchmarks). As a result, Skagit was recognized by the MetLife Foundation s Initiative on Student Success as a Best- Practice College in , one of only four such awards that year. The MetLife Foundation staff visited the College and conducted interviews with faculty and students. Their findings are reported in a CCSSE Highlights issue available at: ccsse.org/publications/may2004.pdf In fall 2006, the MetLife Foundation conducted a follow-up with four of the sixteen Best Practice colleges. The colleges were selected because they demonstrated unusually high performance on a set of CCSSE survey items that relate to students relationships on campus. Skagit was one of the four. The MetLife staff again visited the College and conducted focus groups with students, faculty, staff, and the president. The MetLife Foundation reported their findings in a CCSSE Highlights issue which can be accessed at the following URL: In August 2007, Skagit was named one of the top 30 community colleges in the nation by Washington Monthly Magazine (Carey, 2007). The recognition was based largely on data from the Community College Survey of Student Engagement and graduation rates. More than 500 community colleges were part of the analysis. The 2007 CCSSE benchmark data is presented in the Appendix. The College has been highlighted in articles in Change, the Journal of Applied Research in the Community College (2008), an upcoming issue of Journal of Learning Communities Research, several monographs published by the Washington Center for the Improvement of Undergraduate Education, and a variety of CCSSE publications. The college s counseling-enhanced developmental learning communities will be featured in an upcoming Department of Education publication, Community Colleges Can! (additional information is on this project is available at org). The common theme among these recognitions and the articles that describe the College s activities and accomplishments are community building and relationships. This theme is echoed in several of the strengths that emerged from the self study process: The College has comprehensive approach to planning, budgeting, and accountability and uses data to inform decision-making at all levels. Skagit Valley College s faculty and administrators are students of the literature on student learning, retention, and assessment. The curriculum is designed to strongly engage students in learning. College personnel are dedicated to developing relationships with students, as evidenced in the results from the Community College Survey of Student Engagement. The effectiveness of College programs and services are enhanced by a myriad of strong partnerships with school districts, universities, governmental agencies, and businesses, industries, and non-profit organizations. Student Services provides institutional leadership in developing relationships, programs, and policies that foster broad institutional participation by populations of color, especially the Hispanic/Latino community. Co-curricular student clubs, activities, and athletics provide focused opportunities for student learning and leadership Faculty members have the freedom and are encouraged to experiment in an environment characterized by collegiality, community building, and strong relationships. Faculty are provided a variety of opportunities and funding for professional development activities through which faculty remain current in their fields, conduct research, extend scholarship, and engage in artistic creation. Th e Information Technology (IT) and elearning unit provides a comprehensive range of support services for instructional technology, academic computing, and web-based systems at the College.

16 16 Skagit Valley College Self Study 2009 The College s libraries utilize technology to enhance services. The libraries have added new online databases, expanded the number of computers available, and added wireless access to the internet, while at the same time updating the library collection. The College leadership is highly-qualified and committed to moving the College toward the accomplishment of institutional mission, vision, values and goals. The College s governance structure and processes encourage inclusiveness, evaluation, and continuous improvement. Skagit Valley College has open and transparent budget, financial, and capital planning processes that are designed to encourage input, collaboration, and confidence. The College has been successful in maintaining strong fund balances, which contributes to financial stability and flexibility in responding to emergent needs and opportunities. Skagit has developed and implemented a successful capital program based on the College s strategic priorities. The College has successfully competed for state funding and exercised creativity in determining funding sources to accomplish critical capital projects, such as the Campus Center, that are not eligible for state funds. Institutional Challenges A significant change impacting the College, which developed toward the end of the self-study process, has been the economic decline in the State of Washington and the corresponding reduction in state funding for the community and technical colleges in the state. The College has been taking actions to address an approximate 4.1% reduction for the current year ( ). Although exact budget reductions for the following year ( ) will not be known until the legislature takes action in spring 2009, the College has been proactive in planning for up to a 20% budget cut while at the same time preserving access as much as possible. The College has implemented processes to identify potential budget reductions for the current and next fiscal year, and has established principles and criteria to guide planning. Budget forums have been held to inform employees about the budget situation. The Board of Trustees is also regularly updated on budget matters, both current and future. Other challenges coming from the self-study process include the following: While the College has worked to link the various levels of effectiveness, the linkages between course, program and institutional assessment could be stronger. While our assessments indicate a high level of student and faculty satisfaction with learning communities and with the learning that takes place in them, like other colleges in the nation, we have yet to establish a systematic means of measuring and describing students intellectual gains and their ability to integrate their disciplinary learning in deep and meaningful ways. Processes for student advising needs to be reviewed and revised to enhance faculty- student interaction and student retention through a process of identifying strategies, training faculty, and evaluating efforts. Faculty evaluation processes need to be reviewed and evaluated to ensure that these processes are valuable for the faculty member, provide the College with evidence of performance, and strengthen the rich culture of collegiality focused on student learning that is Skagit s tradition. The continually increasing demands for information resources and services, such as webbased applications, have stretched the capability of the Information Technology and Library units. While the governance structure and process are inclusive and continually refined based on feedback from the College community, there is a strong interest in improving the College s governance system. Th e expected reductions in state funding will pose challenges for the College.

17 Executive Summary 17 Progress Since the 1999 Self-Study Report In spring 1999, the College s accreditation was reaffirmed based on an institutional self-study and a comprehensive, full-scale evaluation. The evaluation committee s report included five general commendations and three general recommendations. The accreditation self-study and the report of the evaluation committee provided the framework for planning and assessment efforts during the next five years. The evaluation committee report commended the faculty for its enthusiasm, motivation, and orientation to student success. The enthusiastic commitment throughout the College is impressive. Faculty and staff members at all levels energetically support the overarching objective that students realistically set and reach their educational goals. The College was also commended for its farreaching revision of the General Education requirements. A key element in the success of this initiative has been the willing participation of the faculty in its planning, implementation, continuous review and improvement. Concepts such as Learning Communities and Learning into Action have attracted positive attention from many educators outside the institution, making the college a model for further innovation and renewal. The college was also commended for its responsiveness to economic development, business and industry partnerships and its overall efforts to serve community needs and for the administration s strong, proactive position on the importance of preserving and improving campus facilities. Significant efforts involving planning, funding and implementing facility upgrades are evident throughout the campus. The three recommendations made by the evaluation committee were: 1. The Committee recommends that the College make certain that students in a given program are not disadvantaged as they take courses on either or both campuses. With organizational restructuring, programs duplicated on Mount Vernon and Whidbey campuses, notable Practical Nursing, Accounting, Computer Information Systems and others, should be reexamined to ensure consistent, if not identical, program requirements between the two campuses. 2. The College has an impressive Strategic Plan with eleven Strategic Directions, each with a number of statements of objectives. The Committee recommends that Institutional Effectiveness now be demonstrated with multiple measures for each of the College s Strategic Directions and objectives. 3. The Committee recommends that significant attention be given to course and program level outcomes assessment. In addition to an assessment scheme being developed and implemented, the institution needs to demonstrate how the data is used for continuous improvement of instruction. The Commission directed the College to submit a two-year focused interim report on general recommendations #2 and #3 in spring At that time the College was able to report significant achievements regarding recommendation #3 by developing program-level learning outcomes for each department and program (including the library and student services), and the implementation of a program review process. The College also reported that progress in responding to recommendation #2 was exemplified by the creation of a model for measuring and assessing progress in achieving Strategic Plan goals and the initiation of a review of the College s Strategic Plan. In June 2001, the Commission informed the college that the progress report was accepted. Recommendation #1 was addressed in the fifth-year self-study. Following the fifth-year interim visit in 2004, Skagit was commended for 1) its follow-through in developing and implementing an assessment plan that identifies clear program outcomes, utilizes data gathering and analysis and provides for program changes using the information that is gathered; 2) the revision of its policies and procedures manual; and 3) the model approach to funding a new Performing Arts and Conference Center through

18 18 Skagit Valley College Self Study 2009 community partnership. The College received one recommendation: While the college has taken significant steps to simplify its strategic plan and relate the plan to the Board of Trustees End Policies, there still is much work to be done in linking these plans, appropriate outcome measures and targets with the overall planning process (Standard 1.B Planning and Effectiveness). It is recommended that the college continue its efforts to tie the development of targets, data gathering and analysis, and Board Monitoring Reports with the college s annual initiative and budget process. In spring 2006, Skagit submitted a focused report which described the College s efforts to revise the College s strategic plan, and to strengthen the measurement and analysis related to college planning and decision-making. In June 2006, the Commission informed the college that the progress report was accepted. Continuing efforts in this area are described in Standard One. Copies of the 1999 full-scale evaluation self-study, the 2004 fifth-year interim self-study, focused reports, reports from evaluation committees, and Commission correspondence related to these reports are available in the Exhibits. References Carey, K. (2007). America s best community colleges. Washington Monthly. Available at Dunlap, L., & Pettitt, M. (2008). Assessing student outcomes in learning communities: Two decades of studies at a community college. Journal of Applied Research in the Community College, 15 (2), McClenny, K. (2006). Benchmarking effective educational practice. New Directions for Community Colleges, 134,

19 Institutional Effectiveness 19 STANDARD ONE Institutional Mission and Goals, Planning and Effectiveness Overview and Context This chapter provides an overview of Skagit Valley College s strategic planning process, including highlights from the two revisions to the strategic plan in 2000 and In addition, a description of the College s planning, reporting, and improvement cycle, which serves as an institutional effectiveness model, is provided. Both these processes are inextricably linked to Skagit s mission, vision, values, and goals, as noted below. Finally, the events and activities conducted by the College in support of public service are described. Processes for institutional planning and evaluation at Skagit have been continually revised over the past decade based on internal process reviews and the changing expectations of the College s stakeholders. The processes for planning, budgeting, and assessment have become more transparent, inclusive, and collaborative. The recent re-organization of administrative units, a revised budgeting process, and the latest strategic planning efforts exemplify these shifts. For example, the College recently put both the instruction and student services units under the direction of an Executive Vice President for Instruction and Student Services to encourage collaboration across these two areas. Budget information is provided to the college community periodically through written communications and forums. The recent strategic planning process, as detailed below, was much more inclusive than the previous process, with several opportunities for the college community and external stakeholders to provide input. Further, the budgeting process is now inextricably linked to the strategic plan. College Mission, Vision, Values, and Goals The mission of Skagit Valley College derives from the Community College Act of 1967, which requires the state s community colleges to offer 1) an open door to every citizen, regardless of his or her academic background or experience, at a cost normally within his or her economic means; and 2) thoroughly comprehensive educational, training, and service programs to meet the needs of both the communities and students served. Colleges are expected to offer academic transfer courses; realistic and practical courses, both graded and ungraded, in occupational education; educational, cultural, and recreational community services; and adult education, including basic skills and general, family, and workforce literacy programs and services (RCW 28B ). In addition to the state-mandated mission, Skagit engages in a continuous cycle of review of its college mission and goals. SVC Board Policy GP-9 states that the creation of short-, medium-, and longrange plans must be a continuous process within Skagit Valley College with all campus constituencies participating. The College s planning processes are district-wide, inclusive activities that include faculty, staff, students, and trustees. Consequently, the mission, vision, values and goals are widely understood by the campus community and are periodically reexamined. (1.A.1) These processes are directly linked to several of Skagit s Core Values: Learning ( learning in a

20 20 Skagit Valley College Self Study 2009 climate of open inquiry, respect, academic freedom, and scholarship ), Excellence ( continuous assessment and systematic, measurable change ), Communication ( honest and respectful communication that contributes to effective relations, operations, personal growth, and learning ) and Sustainability ( create facilities, systems, and programs that are regenerative and sustainable ). They are also linked to the College s assessment goal to enhance instruction, student services, and institutional effectiveness through comprehensive assessment processes. Skagit is meeting its mission to expand opportunities and horizons for all students and to improve the communities in which they live. The College also continues to strive to fulfill the vision of contributing to the economic development and cultural enrichment of the community by offering a wide range of events and activities for the public. Community and Public Service (1.A.6) Along with its instructional programs, Skagit hosts public lectures, theater performances, music concerts, a Sustainability Fair, and a poetry festival. The Mount Vernon campus has an art gallery and the Whidbey Island Campus has a well-attended annual Art Walk. The centerpiece for the College is the McIntyre Hall Performing Arts and Conference Center, which opened in Owned by the County Regional Public Facilities District and operated by Skagit Valley College, McIntyre Hall is a regional performing arts center providing cultural, educational, and entertainment opportunities for the College and for Skagit County throughout the year. McIntyre Hall is home to a number of local performing arts organizations and also serves the regional community with conference and meeting facilities. The Leadership Skagit Program is a collaborative effort between the Economic Development Association of Skagit County, Washington State University, and Skagit Valley College s Business Resource Center. Leadership Skagit is a ninemonth training program designed to develop skilled community leaders. Over 100 community participants have graduated from the program, and a program evaluation conducted in winter 2008 indicates outstanding results for the program in meeting the needs of the participants and the community. Through its San Juan Center, Skagit also supports Leadership San Juan Islands, a community leadership training program founded in 2005 as a partnership between Skagit, San Juan County Economic Development Council, and the United Way. There are now 57 graduates of the intensive five-month program. The College operates a full-time FM radio station (KSVR), which broadcasts a variety of music and talk programs in Spanish and English. Skagit s libraries are open to the public, as are the tennis courts, a walking trail, and the Skagit Playfields. The College also offers its facilities to support community blood drives and serves as an evacuation center for those in need during flood emergencies. Each year the College sponsors a wide variety of programs for students, parents, and the public including Fiesta de Campo; artists and writers workshops for youth and adults; Adult Literacy Awareness Week reception; Champions of Diversity dinner; Latina/o Literature Radio Show; International Week events and dinner; Healthcare Job Fair; Symposium on Bilingual America; and Global Warming and Climate Change Workshop. Community participation in these events is eagerly solicited and generally high. Strategic Planning At the time of the last ten-year accreditation visit in 1999, Skagit was several years into its first comprehensive strategic plan for the timeframe. This board-approved plan included mission and vision statements and 11 broad strategic directions, each with a set of objectives. A number of committees had been formed to work on specific strategic directions. While comprehensive, the plan was difficult to measure, and a recommendation in the 1999 accreditation visit stated that [t] he College has an impressive Strategic Plan with eleven Strategic Directions, each with stated objectives [and] [t]he Committee recommends that the necessary measures and proceedings be developed

21 Institutional Effectiveness 21 and implemented to evaluate the extent to which the objectives of the College s Strategic Directions are achieved. After discussions surrounding this recommendation, Skagit embarked on a strategic plan revision process in The president established a Strategic Plan Steering Committee composed of representatives from administration, faculty, and exempt and classified staff from across the district. The SVC Strategic Plan was subsequently approved by the Board of Trustees at their June 2001 meeting. During this same period, the Board of Trustees began investigating alternative board governance models. After several months of deliberation, the board adopted a policy governance model. While the strategic plan, including goals and objectives, was developed at the same time as the new Board of Trustee Policies, including Ends Policies (available at asp_q _pagenumber_e_1319 and in the Standard One Exhibits), there was, unfortunately, minimal cross-over between these two goal-setting processes. To streamline an approach to measurement and reporting, Institutional Research mapped the two documents. The mapping showed clear similarities between strategic plan goals and Ends Policies, but there were also differences. Table 1.1: Strategic Planning Process Overview (1.B.2, 1.B.3) Getting Started (Sept) Establish a Steering Committee that represents all employee groups Create a Strategic Planning 2005 page on the public website Establish a Writing Team representing all constituents to work with Steering Committee on creating and modifying documents based on input feedback Creating Documents and Getting Input (Sept Dec) (1.A.1) Web-survey posted to get input on Mission, Vision and Values (Sept); sent to all district employees Conducted multiple Focus Groups to identify strengths, challenges, opportunities with employees, students, and external community (mid-sept to mid-oct) First Draft of Mission, Vision, and Values posted on the public website for feedback (Oct); sent to all district employees Second Draft of Mission, Vision, and Values posted on website for feedback (Oct); sent to all district employees Open Conversations held at both campuses in-service day (Oct ) Feedback from focus groups, open conversations and other input opportunities posted to website Third Draft of Mission, Vision and Values ed to all district employees for feedback (Nov) Fourth Draft of Mission, Vision and Values and newly created Strategic Plan Goals and Objectives ed to all district employees for feedback (Dec) Fifth Draft of Mission, Vision and Values and newly created Strategic Plan Goals and Objectives ed to all district employees (Jan) Faculty focus groups conducted with President to refine fifth draft (Feb Mar) Approval (April) Final Draft of Mission, Vision and Values and newly created Strategic Plan Goals and Objectives taken to Board of Trustees for approval at their April meeting. Steering Committee Members: Mary Darden (counseling faculty), Laura Morris (classified), Dr. David Muga (academic faculty), Bill Overby (professional-technical faculty), Catherine Wessels (exempt), Dr. Maureen Pettitt (Director of Institutional Research), Dr. Gary Tollefson (President).

22 22 Skagit Valley College Self Study 2009 In the midst of trying to resolve this confusion, difficulties during around the leadership of the College served to further divert the focus of the Board and the administrative staff. While progress made during that year toward effective measurement of college goals was less than hoped for, a process for Board of Trustees Monitoring Reports the primary mechanism for reporting progress toward institutional goals was established in summer Despite these efforts, the only recommendation from the team that conducted the interim accreditation visit in April 2004 encouraged the College to continue its efforts to tie the development of targets, data gathering and analysis, and Board Monitoring Reports with the college s annual initiative and budget process. In 2005, Skagit embarked on another major effort to revise its strategic plan and to link the planning and budgeting processes. The strategic plan revision effort was led by a steering committee under the active leadership of the new president and with the assistance of an outside consultant. They were supported by a cross-district writing team that included two trustees. All stakeholders in the College, including the community, had many opportunities to provide input into the revision of the strategic plan. The steering committee encouraged comments at any time in the process and provided information about the strategic planning process on the College website. The president met several times with a group of faculty to review the proposed strategic plan before it was finalized. As a result of this focus group process, several critical changes were made to the plan before it was sent to the Board of Trustees for final approval. (1.A.1) The key events of the planning process are summarized in Table 1.1, p. 21. The new mission, vision, core values, and strategic goals and objectives were adopted by the Board of Trustees on April 11th, While the Board of Trustees did not review the General Education Learning Values, it is understood by the college community that General Education Learning Values are part of the College s strategic plan. The entire strategic plan is presented below, and is available on the College website ( edu/news3.asp_q _pagenumber_e_1830) and the Appendix. (1.A.2) After approving the revised strategic plan in April 2006, the Board of Trustees, whose members were actively involved in the planning process, subsequently reviewed their Ends Policies in relation to the new plan. The board made significant revisions to their Ends Policies to ensure that these two planning documents were aligned, thus resolving the challenging issue brought up during the last interim visit. The mission and vision of the College are prominently displayed in the college catalog and schedule of classes. Learning values are also widely distributed in course outlines and syllabi. (1.A.2) Institutional Effectiveness Skagit s processes for institutional effectiveness have become increasingly sophisticated over the past ten years. The College is continually refining its planning, reporting, and improvement model to be more effective and efficient at providing services to students and enhancing learning. Improvements have been continuous, based on input from the faculty, staff, administrators, students, community members, and the Board of Trustees. Institutional effectiveness efforts are grounded in several of the College s core values, including learning, excellence, student success, sustainability, and communication. Further, Strategic Goal #5 in the current strategic plan emphasizes the importance of assessment, stating that the College will enhance instruction, student services, and institutional effectiveness through comprehensive assessment processes. For many years, the College identified annual strategic initiatives and reported progress on these initiatives at the end of each year. However, a review of the process revealed that it was often difficult to see the benefits from initiating activities designed to increase enrollments or retention, for example, in two or three quarters. Consequently, two-year strategic priorities replaced the annual initiatives. Strategic continued on p. 25

23 Institutional Effectiveness 23 Table 1.2: SVC Mission, Vision, Values, and Strategic Goals & Objectives (1.A.4) Mission Skagit Valley College exists to expand opportunities and horizons for students and to improve the communities in which they live. We achieve this by welcoming and valuing diverse learners, providing quality education and support, and contributing community leadership and service. Vision We will be the community s college, respected by our diverse population for open access, a welcoming climate, excellent teaching and support services, successful student learning, and for our contribution to economic development, cultural enrichment, environmental awareness, and social justice. Core Values Learning: Our focus is on learning in a climate of open inquiry, respect, academic freedom, and scholarship. Excellence: We deliver skillful teaching, innovative curricula and co-curricular activities, effective services and support, continuous assessment, and systematic, measurable change. Student Success: We foster student success by being learner-centered, remaining flexible and accessible, and engaging students as active partners in their learning and in shaping and participating in the life of the college community. Employees: We support, value, and reward our employees, who are key to the achievement of our vision and mission. Diversity and Global Multiculturalism: We affirm individual uniqueness, celebrate diversity, and encourage mutual cultural understanding. Civic Responsibility: We are committed to democratic ideals that encourage engagement in the affairs of the college and the community it serves, involvement in the global community, and the promotion of social justice. Sustainability: We model best practices to create facilities, systems, and programs that are regenerative and sustainable. Communication: We value honest and respectful communication that contributes to effective relations, operations, personal growth, and learning. General Education Learning Values 0. Applying information from one or more disciplines and/or field experiences in new contexts (Outcomes 0.1); developing integrated approaches or responses to personal, academic, professional, and social issues (Outcomes ). 1. Information Literacy: Recognizing when information is needed and having the ability to locate, evaluate, and use effectively the needed information. 2. Critical Thinking: The ability to think critically about the nature of knowledge within a discipline and about the ways in which that knowledge is constructed and validated and to be sensitive to the ways these processes often vary among disciplines. 3. Communication: Understanding and producing effective written, spoken, visual, and non-verbal communication. 4. Community & Cultural Diversity: Recognizing the value of human communities and cultures from multiple perspectives through a critical understanding of their similarities and differences. 5. Global & Local Awareness & Responsibility: Understanding the complexity and interdependence of, and stewardship responsibilities to, local and global communities and environments. 6. Individual Awareness & Responsibility: Understanding, managing, and taking responsibility for one s learning and behavior in varied and changing environments. 7. Aesthetics & Creativity: Interpreting human experience through engagement with creative processes and aesthetic principles. 8. Mathematical Reasoning: Understanding and applying concepts of mathematics and logical reasoning in a variety of contexts, both academic and non-academic.

24 24 Skagit Valley College Self Study 2009 Table 1.2: SVC Mission, Vision, Values, and Strategic Goals & Objectives (1.A.4) continued from p Scientific Literacy: Understanding scientific principles and analyzing and applying scientific information in a variety of contexts. 10. Technology: Understanding the role of technology in society and using technology appropriately and effectively. Goals & Objectives The SVC Strategic Plan serves the decision-making process of the institution. Using the Strategic Plan as a foundation, the institution s decisions are proactive rather than reactive, follow a clearly designated timeline, and are both informed and justified by the Plan. 1. INSTRUCTION and STUDENT SUCCESS: Provide effective learning options for student success. 1.1 Evaluate programs and scheduling at all SVC locations, and develop a plan to effectively and efficiently meet community/employer and student needs. 1.2 Increase professional development opportunities for faculty and staff to encourage excellence in learning. 1.3 Enhance articulation with K-12 and four-year colleges and universities. 1.4 Support growth of interdisciplinary programs to enrich student learning. 1.5 Increase international/global opportunities across the college curriculum, including through student and employee study, travel, and exchange. 1.6 Research and develop new markets and opportunities to identify curricula and programs that respond to student, employer and community needs, and to enrollment targets. 1.7 Support the development and maintenance of co-curricular learning opportunities to foster students social and personal development, including a balanced and healthy lifestyle. 1.8 Based on assessments of students and programs, establish appropriate preparatory or prerequisite course requirements to enhance students transition to and success in college-level courses. 2. COLLEGE CLIMATE: Create rich, respectful, and welcoming learning environments for students and employees. 2.1 Develop effective communication strategies that improve working relationships throughout the college district. 2.2 Provide educational opportunities to increase respect and civility among diverse student groups, college employee groups, and all college locations. 2.3 Attract, support, and retain a qualified and diverse workforce. 2.4 Celebrate and support learning and accomplishments 2.5 Evaluate, develop and implement procedures that ensure safety and security for all throughout the college district. 3. COMMUNITY PARTNERSHIPS and RESOURCE DEVELOPMENT: Develop strategic alliances that contribute to educational, cultural, economic, and community development. 3.1 Increase community partnerships that support the college s responsiveness to employment needs and community economic viability and enhance college visibility in the community. 3.2 Create and promote educational opportunities for our community, particularly the underserved populations in the district. 3.3 Develop a regional university center. 3.4 Encourage, sponsor, and support community cultural activities and events. 4. FACILITIES and TECHNOLOGY: Create sustainable, improved, and modernized learning and working environments. 4.1 Develop and implement an inclusive planning process for upgrading and building sustainable facilities throughout the district.

25 Institutional Effectiveness 25 Table 1.2: SVC Mission, Vision, Values, and Strategic Goals & Objectives (1.A.4) continued 4.2 Develop and implement a district-wide integrated plan for purchasing, maintaining, upgrading, and replacing technology and equipment for classrooms and college operations. 4.3 Evaluate administrative structure and staffing of Information Technology to improve coordination and services. 4.4 Increase technology training for Information Technology, staff, and all faculty. 4.5 Establish regenerative and sustainable processes in campus facilities, grounds, and college operations. 5. ASSESSMENT: Enhance instruction, student services, and institutional effectiveness through comprehensive assessment processes. 5.1 Based on assessments of the online delivery of learning and related support services, develop and coordinate program standards that enhance student success and curricular coherence and quality and improve decisions regarding offerings across the district. 5.2 Assess the General Education Learning Values and Learning Outcomes to ensure integration across the curriculum and improve student learning in both academic and technical programs. 5.3 Continually assess the college governance system to ensure improved inclusiveness and better accountability in decision making. 5.4 Collect and analyze data and information to respond to changing demographics and employer needs in communities throughout the college district. 5.5 Assess college systems and processes against Core Values, Learning Values, and Learning Outcomes to continue building a learning college. continued from p. 22 priorities are identified through an inclusive process that begins with faculty and staff input. Skagit s current institutional effectiveness model is illustrated in Figure 1.1. Since it was first developed in fall 2003, the model has been revised regularly as ways to improve the process have been identified. This model supports and is consistent with Board of Trustees Policy GP-9, which states that the board will set an annual planning agenda in order to establish Skagit Valley College priorities and set direction for future resource allocation decisions. This planning, budgeting, reporting, and improvement cycle has several key features relating to the College s values and goals: 1) using an inclusive process for identifying strategic priorities and for developing the budget; 2) using strategic priorities to inform the budget development process; 3) creating action plans for meeting strategic goals at all levels; and 4) regularly reporting progress to the Board of Trustees. is still not as high as the College would like, however. The guidelines for achieving this are shown in Figure 1.2. Each work unit within the College completes an Action Plans and Measures document that describes its part in supporting the strategic plan. This information helps the Administrative Team identify strategic priorities and measurable targets. The units report progress on action plans related to strategic priorities at the end of each year and on other strategic objectives at the end of the two-year cycle. The Annual Report Guidelines and examples of unit Action Plans and Measures are included in the Standard One Exhibits. Members of the Administrative Team are responsible for ensuring that planning, goal-setting, and reporting processes include all constituencies and all levels of college activities. The level of participation

26 26 Skagit Valley College Self Study 2009 Figure 1.1: Planning, Reporting and Improvement Process (1.A.3, 1.B.1, 1.B.5) Faculty & Staff input regarding strategic priorities for next biennium* (October - January) Administrative Team proposes biennial strategic priorities* & targets (January) BOT reviews mid-yr target data; reviews proposed biennial strategic priorities* (February) Assess progress on ends, goals & strategic priorities; BOT Monitoring Reports (on-going) Administrators work with faculty/staff to identify measures for strategic priorities and unit goals (August - September) Skagit Valley College Annual Planning, Reporting and Improvement Process Proposed strategic priorities/unit goals integrated into budget development process (February -- May) Board of Trustees approves budget (June) BOT review of year s progress; schedule upcoming Monitoring Reports (August) Cabinet members submit Annual Reports to President (August) Initial progress reports on ends, goals & strategic priorities to President (June) It is expected that administrators and supervisors will conduct continual assessment on their unit or program goals. Assessments, including Board of Trustees Monitoring reports, will be integrated into the budget development process. Monitoring Reports are posted on the web following presentation to the Board. Cabinet members will provide to the President: 1. A final draft of accomplishments using a standard format during the year toward achievement of ends, goals, and strategic priorities by mid-june. 2. A complete Annual Report using a standard format by mid-august. *Biennial strategic priorities developed and reviewed every other year.

27 Institutional Effectiveness 27 Figure 1.2: Administrative Responsibilities for Multi-Level Planning and Reporting Institution- Level Strategic Goals and Priorities Unit Goals & Objectives; Action Plan & Measures Department, Program, Division or Workgroup Goals and Objectives (Action Plan & Measures) Planning and Goal Setting 1. Identify biennial strategic priorities (February) 2. Develop department, program, division, or workgroup plans to meet strategic goals, objectives, and priorities using the Action Plans and Measures Template (March April) 3. Use those plans to create unit plans and an Administrative Work Plan 4. Submit unit plans and Administrative Work Plans to President (Summer) Reporting 1. Submit mid-year report (January) and yearend report (June) related to strategic priorities to your supervisor and the Director of Institutional Research (IR) 2. Submit unit Annual Reports to President summarizing dept, program, division, and/ or workgroup accomplishments, as appropriate, AND specific Administrator Work Plan outcomes (July) 3. IR summarizes Institution-level accomplishments in meeting strategic goals & priorities for presentation to the Board of Trustees (August) As noted in the guidelines, progress in achieving strategic goals and board Ends Policies is tracked and reported in several ways, including in mid-year and year-end Reports to the Board of Trustees. The board is also provided periodic monitoring reports on topics such as institutional diversity, enrollment management, student success in professionaltechnical programs, student success in academic/ transfer programs, and professional development. An overview of monitoring report topics and supporting data is presented in Table 1.3. All of these documents are available in the Standard One Exhibits and can be viewed by members of the community interested in the results of the College s planning and evaluation processes on the College website ( _ pagenumber_e_1362). (1.B.9)

28 28 Skagit Valley College Self Study 2009 Table 1.3: Board of Trustees Monitoring Reports Topic Academic Years Presented Student Success: Professional-Technical Programs , , , , Student Success: Academic/Transfer Programs , , , , Institutional Diversity , , , , , Enrollment Management , , Professional Development Student Success (replaced with Academic Transfer and Professional Technical Monitoring Reports in ) The strategic goals and priorities provide the basis for decisions made at the College, most notably budget decisions. Budget request forms provided to the college community each year by the vice president for administrative services clearly require that budget requests be tied to strategic goals and priorities. When the president s cabinet reviews requests, the relationship of requests to the strategic plan is one of the criteria used to prioritize them. (1.A.4, 1.A.5, 1.B.4) For example, the strategic priorities included Strategic Objective 4.2: Develop and implement a district-wide integrated plan for purchasing, maintaining, upgrading, and replacing technology and equipment for classrooms and college operations. In building the budget for the College, the president s cabinet allocated an additional $105,000 to the operations budget to upgrade 26 classrooms in In addition, a high-end data center was built and equipped in 2007 to support a highly reliable technology infrastructure. The data center houses all of the College s core server and data networking hardware. State Accountability Initiative In addition to the internal planning, reporting, and improvement process described above, Skagit is also monitored at the state level as part of the SBCTC s Student Achievement Initiative. The initiative is aimed at increasing student achievement for all students from those who are the least ready to those who begin at the College with considerable academic momentum. Incremental gains are measured in key areas, including improving preparation for college-level courses; building to a year of college credit; completing college-level math; and completing certificates, degrees, and apprenticeship training. The initiative was implemented in , the baseline year. Colleges are measured against themselves with regard to any incentives for student achievement. Table 1.4 below shows the points for Skagit students in compared with the baseline year. The College is currently working on how to best use this data to increase student success, but has identified several projects that might increase student achievement points. Resources for Planning and Evaluation (1.B.6, 1.B.7, 1.B.8) Skagit has had a Director of Institutional Research since October The director, who reports to the president, provides leadership and oversight for strategic planning, evaluation, and reporting; student learning outcomes assessment; and accreditation-related activities, including the development of a comprehensive self-study in preparation for the 2009 reaccreditation process. At present, the Institutional Research (IR) office is staffed by the full-time director and a part-time research analyst. IR staff provide the college community with research and

29 Institutional Effectiveness 29 Table 1.4: SVC Student Achievement Points by Category Year Basic Skills College Readiness 1st 15 Credits 1st 30 Credits ,119 2,391 1,611 1, ,464 2,294 1,619 1,230 Quantitative/ Computation Certificate, Degree, Apprenticeships Total Points , , Difference Table 1.5: CCSSE: Importance, Use of, and Satisfaction with Advising (%) Year Very or Somewhat Important Use Often or Sometimes Very or Somewhat Satisfied % 64% 77% % 58% 74% % 58% 76% Table 1.6: CCSSE: Information Sources for Education Program Requirements (%) Advisor or counselor at the college Faculty advisor at the college Another student at the college Friend or family member not at the college College catalog or calendar data about students, including characteristics and their progress, current and projected district population demographics, K-12 student data, summaries of state and national data, and results from student and other surveys conducted by IR. Much of this information is posted on the IR section of the College website in the Matrix ( news3.asp_q _pagenumber_e_1968). Data are used to develop activities that further the College s goals and objectives. For example, Skagit is continually monitoring student retention rates and has used the evaluation results from previous pilots conducted at Skagit, literature and research reviews, and networking to identify potential strategies to increase student retention and success. The goal is to create a comprehensive approach to student retention and success that includes a number of strategies that address the needs of specific groups. That goal has not yet been reached, but experimentation and evaluation continue. For example, relevant data from the CCSSE (from the three administrations at Skagit) and from a student advising survey conducted during winter 2006 suggested that while students believe advising is important, their interactions with advisors were not as frequent or consistent as the College would like. (The data is presented in the tables below.) In response, during the College initiated two projects designed to increase the number of teaching faculty advising students and to build stronger advising relationships between teaching faculty, counseling faculty, and students. The first pilot project was a counselor-enhanced developmental learning communities project. In anticipation of being included in an MDRC study on this topic, 10 developmental learning communities

30 30 Skagit Valley College Self Study 2009 Table 1.7: CCSSE (2007 Only): Met with Advisor by the End of Week Four (%) Yes 47.8 No, met but did not discuss goals 8.0 No, did not meet 23.9 No, have discussed but not within four weeks 12.1 Do not recall 8.2 Table 1.8: Winter 2006 Student Advising Survey Every student at SVC is assigned an Advisor. Is your assigned Advisor..? A Faculty Member 23.0 A Counselor 37.9 Other 1.9 I Don t Know 37.3 Have your met with your assigned Advisor? Yes 53.8 No 46.3 How many times did you see someone for academic advising in Fall 2005? or more were scheduled for While the College was ultimately unable to participate in the MDRC study, both teaching and counseling faculty wanted to pursue this project and agreed that conducting our own research was a worthwhile effort that might inform curricular design and resource allocation in the future. The project teamed the faculty member teaching the developmental learning community with a counseling faculty member to bring student support into the classroom. Specific support topics included time management, educational planning, college resources, and test preparation/anxiety strategies. During , five such counseling-enhanced developmental learning communities were offered, and aspects of student performance and retention were compared with those of students in learning communities without the counselor enhancement and with corresponding stand-alone courses. Preliminary data indicate that while the GPA of students in the counseling-enhanced learning communities was no higher, the pilot group had an 82% fall-to-winter retention rate compared to 76% for students in the other developmental learning communities, and 74% for students in stand-alone developmental courses. This project will be highlighted in a forthcoming Department of Education publication entitled Community Colleges Can! An advising project was also initiated in in an effort to increase the number of students advised by academic faculty, rather than by counseling faculty in the Counseling Center. Each teaching faculty advisor was trained and assigned a counselor, who served as an advising mentor. One hundred and fifty-six students were involved in the pilot project. Those students performed slightly better and had a higher term-to-term retention rate than other degree-seeking students. Faculty project participants reported they were pleased with the support they received from the counseling mentors and found the advising experience to be extremely worthwhile. Copies of the project research designs and preliminary results are included in the Standard One Exhibits, along with presentations on the counseling-enhanced developmental learning communities made by the Director of Institutional Research at the 2008 Northwest Teaching and Learning Conference and the 2008 AIR Forum. As these advising projects exemplify, it is part of the culture at Skagit that strategies are informed by data. Faculty and administrators are encouraged to combine experimentation with evaluation. The pilot projects mentioned above are not unique; the College has a long history of experimentation. Skagit s well-established and nationally-recognized learning communities program was initiated as a pilot program and, in the 25 years since, has undergone continual review and evaluation. While Skagit has reviewed and revised its mission and its general education program in recent years, it has not altered the comprehensive nature of the

31 Institutional Effectiveness 31 curriculum, nor have any changes occurred in autonomy, ownership, locus of control, or the offering of degrees. (1.A.7) Strengths and Challenges Strengths The alignment of the College s Strategic Plan and the Board of Trustees End Policies has resulted in a comprehensive approach to planning, budgeting, and accountability. The College uses data to inform decision-making at all levels. Challenges While the College has worked to link the various levels of effectiveness, the linkages between course, program and institutional assessment could be stronger. B ecause of the time involved, it has been difficult to effectively engage all members of the College community in developing and evaluating biennial strategic priorities.

32 32 Skagit Valley College Self Study 2009

33 Educational Program and its Effectiveness 33 STANDARD TWO Educational Program and its Effectiveness Skagit Valley College has a long-standing reputation locally, regionally, and nationally for providing high-quality education. Recently, the College was recognized as being among the best community colleges in the nation, based on results of the Community College Survey of Student Engagement (Washington Monthly, 2007), and has been recognized by the MetLife Foundation for its student retention and student engagement efforts (CCSSE, 2004). Programmatic features that contribute to this tradition of excellence include learning communities as a requirement for the transfer degree; a reputation for partnerships across the district and within the state; a commitment to globalization; and a strong college culture in which collaboration and relationships matter--with students, among faculty and staff, and with the community at large. To fulfill its mission, the College provides comprehensive programs and services in its three-county district. Skagit Valley College operates programs located on its original campus in Mount Vernon (MVC), on the Whidbey Island Campus (WIC) in Oak Harbor, at South Whidbey Center (SWC) in Clinton, and at San Juan Center (SJC) in Friday Harbor. The Business Resource Center (BRC) in downtown Mount Vernon provides services to business and industry, as well as non-credit community education offerings. The College also operates an extremely successful Elderhostel program through the San Juan Center. Skagit s programs prepare students for further study at the baccalaureate level and for meeting their employment, retraining, lifelong learning, basic skills, and cultural needs. The College provides flexible options for students who are taking courses to meet university transfer degree requirements or seeking professional-technical certificates or degrees and for those enrolling in developmental math, English, and reading. In addition to Adult Basic Education (ABE), two levels of English as a Second Language (ESL) are provided: regular ESL (designed for the immigrant population) and Academic ESL (AESL), designed primarily for international students at an advanced level. In support of its mission and goals, over the past ten years the College has expanded learning community offerings; developed part-time RN and LPN and Health & Fitness programs at WIC; eliminated the graphic arts program; suspended the agriculture program; expanded the number and variety of elearning courses, replacing telecourses with online and hybrid formats; developed a comprehensive program of assessment of student learning; and engaged in pilot programs to better integrate basic skills students into college-level and professionaltechnical programs. The College also meets its mission and goals through a variety of partnerships with other educational institutions, local economic development and employment agencies, and local high schools. For example, Skagit provides credits to high school students through the Running Start, Tech Prep, and Prep Work programs. These relationships have led to state funding for the construction of two skill centers: a primary skill center to be located at MVC and a satellite Marine Technology Center to be located in Anacortes. These centers will be operated

34 34 Skagit Valley College Self Study 2009 under a consortium agreement among eight school districts and Skagit Valley College. Resources (2.A.1) The College supports its educational and student success programs through commitment and management of fiscal, human, and physical resources sufficient to maintain and increase the quality of teaching and learning. This commitment is consistent with the College mission, vision, values, and goals, which stress access, excellence, and learning. Fiscal Resources Because the College is a state agency, its financial planning is guided by the Washington State Office of Financial Management (OFM), following State laws and regulations. Skagit s Board of Trustees has statutory authority to develop and implement the College s budget based upon state budget and accounting rules and guidelines issued by the State Board for Community and Technical Colleges (SBCTC) in funding allocations. Financial planning for the College s future is strategically guided, specific, and, of necessity, flexible, and is aligned with other College planning processes. The College s annual budget development process begins with an analysis of institutional goals and outcomes and includes discussions of program needs for personnel, for equipment, or for other support necessary to meet goals. The budget is built to accommodate the needs of instructional and student Table 2.1: Core Expenses per FTE Enrollment by Function, Fiscal Year 2007 Function Skagit Other WA CCs Instruction $6,304 $4,855 Academic $508 $592 Support Institutional $1,014 $1,135 Support Student Services $1,249 $945 Other Core Expenses $2,650 $2,127 success personnel, including classified and exempt staff: $19,957,492 (75%) of the total operating budget of $26,748,383, was allocated to instruction, library, and student services. As shown in Table 2.1, when compared with the other 28 community colleges in the state, Skagit s expenditures per FTE are greater for instruction and student services, but slightly below average for support functions (NCES, 2008). Human Resources Skagit Valley College employs 131 full-time, tenured or tenure-track faculty, including faculty counselors and librarians. In order to maintain flexibility in program development and management, 21 of the 131 faculty are employed in full-time temporary positions. The College s faculty offers a depth and breadth of experience unusual for a community college. Twenty percent (20%) hold doctorates. Twenty-seven percent (27%) have been with the College 20 years or longer. Faculty are qualified for the positions into which they are hired; if instructional needs change, professional development plans are designed to increase expertise and experience in order to meet those changing needs. (2.C.7) Skagit is fortunate to have a cadre of highly qualified adjunct faculty, many of whom ultimately have been hired into full-time temporary and tenuretrack positions. Adjunct faculty constitute approximately half of the full-time faculty equivalency annually, a ratio similar to that at other Washington community and technical colleges, and help the College maintain quality and flexibility. The College s student/faculty ratio is 19:1, allowing for small class size and personal attention for students, and contributing to student success and satisfaction. In 2007, the President created the position of Executive Vice President for Instruction and Student Services (EVP). This new position combined the leadership of instruction and student services and ensures that instructional and student services policies and practices are coordinated and administered across the district.

35 Educational Program and its Effectiveness 35 Administrative, technical, and lab support are provided for instructional programs as appropriate, and these staffing resources are evaluated annually as part of the budgeting process. Physical Resources Skagit s Mount Vernon Campus is comprised of 18 buildings designed for instruction and services to students. In addition, the McIntyre Hall Performing Arts and Conference Center at MVC opened in 2005, a collaborative effort between the College and the Skagit Regional Public Facilities District. McIntyre Hall is operated by Skagit Valley College and houses a 651-seat state-of-the-art performance hall used for college and community productions and events, as well as for conferences and banquets. Most recently, the College s Campus Center Building at MVC has been significantly remodeled and expanded to house a wide variety of student services and campus amenities. For example, the kitchens serve as the laboratory for the culinary arts program that provides food for the cafeteria, the Cardinal Café, and catering services. The student-run Cardinal Café is a gourmet restaurant founded on a farm-to-table philosophy, where menus are built around sustainable local food products. The Tarro Theater, used primarily for drama instruction, small productions, and College events, is scheduled for remodeling during the school year. The Master Plan also calls for two new instructional buildings that have received capital funding from the state. The new Angst Hall for Science and Allied Health, scheduled to open in fall 2009 or winter 2010, will house all science programs, nursing and allied health programs, and the Environmental Conservation program. The new Lewis Hall for Instruction and Student Services, expected to be occupied by 2013, will house social sciences, tall basic skills and developmental education, math and writing labs, all enrollment services and tutoring, testing, and student support services. These two new buildings replace two existing and severely outdated instructional buildings that will be demolished. These new buildings are designed to be green with the goal of achieving LEEDS silver or gold designations. The implementation of this master plan will complete the current and immediate future needs of the MVC. The Whidbey Island Campus consists of five buildings located in Oak Harbor and two buildings located five miles from campus. The newest WIC facility, Oak Hall, was opened in 2003 and contains state-of-the-art classrooms and laboratories, offices, lounge spaces for students, and a fitness center. The WIC Master Plan was updated in 2008 after significant campus and community input. The plan calls for the replacement of Old Main, built in 1943, with a modern facility for instruction, student services and administration. The College is currently seeking state support for this facility. The San Juan Center is located just outside the town of Friday Harbor on a heavily wooded lot with views of the San Juan Island airport, Dyes Inlet, and Mount Constitution on Orcas Island, the highest elevation of the archipelago. The center, built by the College in 1997 on land leased from the Port of Friday Harbor, is a modern, two-story, L-shaped building that features four classrooms, a small computer lab, and a student lounge with a signature high glass wall facing an exterior deck and the magnificent view of the islands. The South Whidbey Center is located in a onestory building in a downtown Clinton area known as Ken s Korner Plaza and includes approximately 4,294 square feet of leased space: 3,655 square feet of classroom/office space and 650 of common area. The center has one computer lab, three classrooms, and a student lounge. Skagit s Business Resource Center in downtown Mount Vernon houses two classrooms totaling approximately 1000 square feet, primarily used for non-credit classes in business start-up procedures, skill-building classes for the business community, and some community education classes. One classroom holds a maximum of 30 students while the other accommodates approximately ten students. Each classroom has access to audio/visual equipment, including a laptop computer, a projector, and a screen.

36 36 Skagit Valley College Self Study 2009 In addition to the classrooms, the Business Resource Center houses a small library of business-related books that can be checked out, a computer lab with internet access available for use by business owners and college students, and office space for free business counseling conducted by SCORE (Service Corps of Retired Executives) representatives. Undergraduate Program (2.C) Skagit Valley College s educational offerings are consistent with the mission of the College, which focuses on expanding opportunities and horizons for students and the community. The College offers credit courses and programs of study as well as non-credit offerings that respond to the needs of business and other community constituencies. Fulltime faculty provide leadership in curriculum design and delivery in each major discipline and program. (2.C.7) The College has broadened both its programs and modes of delivery since Skagit continues to offer direct transfer degrees for college and university transfer (AAUCT) and the Associate in Science and, since 1999, has added pre-major transfer degrees in Business, Early Childhood Education, Music, Pre-Nursing, and Visual Arts. In professional-technical education, the College offers 24 Associate in Technical Arts (ATA) degrees, 62 certificates, and over 40 short-term certificates of fewer than 20 credits. Each campus offers professionaltechnical programs in response to local needs, and program evaluations are conducted on a scheduled basis as described in the Program Review section below. Additions to the professional-technical programs over the past decade are listed in Table 2.2. Given the large geographic area of the district and the increasing price of fuel, the College has increased its elearning offerings. The Computer Information Systems and Multimedia and Interactive Technology programs are delivered in a totally online format. In fall 2008 over 2800 students (unduplicated) were enrolled in online courses, and 725 (unduplicated) were enrolled in hybrid Table 2.2: Program Changes, 1998 Present New Degrees and Certificates Added Since 1998 Associate in Applied Science-Transfer: Early Childhood Education, AA-ST Degree Associate in Business Direct Transfer Degree, AA Degree Associate in Pre-Nursing Direct Transfer Degree, AA Degree Associate in Science - Transfer, AA Degree Associate in Visual Arts - Transfer, AA Degree Associate of Music - Transfer, AA Degree Business Management: WA Association of Food Chains Retail Management, Certificate Chemical Dependency Professional, Certificate Dialysis Technician, Certificate Education Paraprofessional, ATA Degree Entrepreneurship (Business Management), Certificate Health & Fitness Technician, Certificate Interpreter Certification Preparation, Certificate Medical Assistant, ATA Degree Midrange/Mainframe Computing Systems, ATA Degree Multimedia and Interactive Technology, ATA Degree Parks Services and Protection, ATA Degree Pharmacy Technician, Certificate Process Technology, Certificate Water/Wastewater Treatment Tech, Certificate Degrees and Certificates Discontinued Since 1998 Agricultural Technology, ATA Degree Computer Repair, ATA Degree Dialysis Technician, Certificate (intermittent) E-Commerce, Certificate Graphic Arts Production Technology, ATA Degree Management Information Systems, Certificate Parks Operation and Maintenance, ATA Degree Process Control Operator, Certificate Midrange/Mainframe Computing Systems, ATA Degree Telecommunications Network Technology, ATA degree Truck Driving, Certificate (suspended) courses where at least some of their educational activities take place online. As shown in Table 2.3, FTEs generated through elearning have grown significantly over the past decade.

37 Educational Program and its Effectiveness 37 Table 2.3: elearning Annualized FTE, to Gross FTE State FTE Students in elearning courses meet the same learning outcomes as those enrolled in on-ground courses and complete comparable assignments and assessments. A committee began work in to further improve elearning at the College. Blackboard is the course management system currently used. (Policy 2.6) The General Education Program (2.C.1; 2.C.2; 2.C.3; Policy 2.1) The College s general education program includes requirements for the transfer degrees, the technical arts (ATA) degree, and the general studies degree. In order to earn the AAUCT or any other transfer degree, each student must complete the following requirements: courses in communications, quantitative reasoning, and physical education; three integrative experiences (including two learning communities) as they are currently defined; two skills-designated courses; a diversity requirement; one credit of Learning into Action (LIA); and distribution requirements in three areas the Natural World, Culture, and the Arts. All ATA degrees include requirements for completing 25 credit hours in the core program, two skills-designated courses, 30 hours of coursework approved as meeting the diversity requirement, cooperative education, human relations and job search courses, and courses in computation and communication skills. All these requirements are outlined in the college catalog; the most current requirements, including any changes since the last published catalog, are posted on the college website. The evolution of Skagit s general education program illustrates the high interest of faculty and administrators in student learning and the collaborative nature of curriculum development at the College. This evolution is described in more detail in the section below. General Education Reform (2.A.7; 2.C) An illustration of program development at Skagit is the evolution of the general education program over the past two decades. In 1993, the College implemented a program that included fourteen general education principles and a requirement that degree-seeking students take learning communities and skills-designated courses. This replaced a smorgasbord approach to general education with a cohesive and coherent program of study based on clearly-stated general education principles that could be used to assess student learning. Over the next decade, both major and minor alterations were made to the program, primarily based on student needs. Skagit s general education program became nationally recognized, and many aspects of the program have been emulated by colleges across the country. These early accomplishments and the College s long-standing emphasis on students and on learning were significant factors in the selection of Skagit Valley College in 2000 as one of 16 community colleges in the country to participate in the League for Innovation in the Community College s 21st Century Learning Outcomes Project. The College s involvement in this project provided a number of excellent opportunities for administrators and for faculty and other instructional staff to interact with personnel from many of the country s other exemplary community colleges and become more engaged in defining and assessing learning outcomes. This experience significantly raised awareness of the importance of learning outcomes and served as a catalyst for several initiatives, including another review of the College s general education outcomes and outcomes assessment.

38 38 Skagit Valley College Self Study 2009 In a district-wide General Education Task Force was convened. The 15 faculty representatives drawn from both campuses and from academic, professional-technical, counseling, and library units and administrators were asked to 1) determine key measurable learning outcomes based on review of existing outcomes, literature review, and conversations with internal constituents, advisory committees, community members, and other colleges; and 2) review the existing general education program for its ability to meet new general education outcomes and make recommendations for changes and improvements where needed. During summer 2002, seven general educationrelated literature reviews were completed by faculty, and the campus-based research and assessment projects conducted over prior years were compiled by Institutional Research. During the task force s first year of work, members studied the literature reviews and AAC&U s publication Greater Expectations (2002) and reviewed analyses of general education-related college data, including the results of the Community College Survey of Student Engagement (CCSSE). Ultimately, the task force completely recast the 1992 program. The revised program proposed 11 Learning Values, each with specific student Learning Outcomes. This preliminary list was brought to the faculty during the fall 2003 in-service for discussion. Based on these discussions, the task force continued to refine the Learning Values and to identify measurable Learning Outcomes for each value. At the fall 2004 in-service, the task force again presented their work to the faculty. In spring 2005 a web-based survey was administered to give faculty a chance to review the proposed Learning Outcomes with respect to the courses they taught. Based on this considerable amount of information and feedback, the task force forwarded a set of Learning Values and Learning Outcomes to the President in August After these were approved by the President, the task force turned its attention to the structure of the general education program, including the learning communities requirement in the transfer degree. In May 2006, the task force forwarded a second and final document with recommendations regarding the general education program that were to be addressed by the President, governance committees, and others. The majority of the recommendations were taken up and approved by the Instruction Committee (IC) in This governance process included district-wide forums to gather feedback from all constituents. The revised general education requires students to take three integrated learning experiences. However, a student may satisfy one of these requirements by taking an approved Integrative Experience (IE) as a substitute for one learning community. An IE is a curricular or co-curricular learning experience in which students demonstrate their ability to integrate information, concepts, analytical frameworks, and skills from various disciplines, cultural perspectives, and/or field experiences in a purposeful project or experience. The revised program also included a new diversity requirement in all degree programs. Based on the task force recommendations, in fall 2007 the President created a General Education Implementation Committee (GEIC) to provide oversight for the implementation and assessment of the new general education program. During the MVC Learning Communities Advisory Committee provided definition for the new learning communities structure, developed a proposal process and guidance for developing integrative experiences, and established a proposal process and guidelines for identifying courses that meet the new diversity requirement. GEIC, whose work is ongoing, is currently developing an assessment plan to assess the integrative aspects of the transfer degree, i.e., learning communities and integrative experiences, as well as the efficacy of skills designation and diversity requirements. As part of implementation of the revised general education program, learning community syllabi and integrative assignments are being collected and archived. In addition, the Learning Community Advisory Committee will ask faculty teaching fully-coordinated learning communities in to collect and save samples of student work for assessment purposes.

39 Educational Program and its Effectiveness 39 Skagit s Learning Community Model (2.C.3) An early adopter of learning communities in Washington State, Skagit began offering curricular learning communities (LCs) in 1986, a year before beginning an in-depth study of its General Education program. Early assessments of LCs indicated positive results for student retention, student satisfaction, and faculty perceptions of student gains, all of which matched findings in the then-emerging national literature on learning communities (Goodsell, Maher & Tinto, 1992; Hill, 1985; MacGregor, 1987). This served as the impetus in 1993 for the College to revise its general education program to require that college-level composition courses and at least one course from each of the three distribution areas be taken in learning communities (the composition learning communities were referred to as links until the revision in ). The primary goals of the requirements were to support students development of academic writing and to help them develop an understanding of the connections among disciplines. In the intervening years, the value of learning communities has been documented both nationally (Smith, MacGregor, Matthews, & Gabelnick, 2004; Humphreys, 2005) and at the College, as will be discussed shortly. To meet these goals and the needs of students, Skagit schedules more than fifty different learning communities each year, generally pairs of courses offered in a variety of structures fully collaborative, linked, and federated. The structure of learning communities has been modified over the years, most recently as a result of the general education reform efforts. About half of Skagit s learning communities are team taught with the coursework fully integrated and the faculty from each course in the classroom at all times. The second learning community structure links pairs of courses and includes the requirement that one or more assignments be integrated and receive credit in both courses. In the federated learning community structure, small groups of students from several different courses co-enroll in one course and, together, explore the relationships in the two fields of study. While the level of integration in learning communities varies, the expectation is that all will emphasize collaborative, interdisciplinary learning and that students will work together in small and large groups to prepare projects, panels, or papers that show their understanding of the connections between the two fields of study. An advisory committee, discussed further in the Course Scheduling section below, provides oversight of and guidance for learning communities offered at MVC and through elearning. The learning community requirement for the transfer degree was a topic of much discussion, research, and reviews of current literature during the review of the College s general education program ( ). Ultimately, the General Education Task Force revised the general education program in 2005 to 1) include more comprehensive and measurable Learning Values and Learning Outcomes, including integration; 2) re-define the role of learning communities and other elements of curriculum reform into a broader context of integrative learning; and 3) recommend that learning communities be retained as a requirement for the transfer degree. Consequently, learning communities remain a requirement for the transfer degree, despite implementation issues small campus size, increasing numbers of part-time students, and shifts in the four-year universities admission criteria for transferready students. Additional information about learning communities at Skagit is available on the public website ( _ pagenumber_e_363) and in the Standard Two Exhibits. Professional/Technical Programs The Associate in Technical Arts (ATA) degree is designed for students who are preparing to enter the workplace; certificates are designed for shorter term training, providing greater flexibility and access to meet diverse student and employer needs and providing career ladders which allow students to increase career skills incrementally. In order

40 40 Skagit Valley College Self Study 2009 to earn the ATA degree, students must complete a minimum of 90 credits, including courses in the technical major and related general education requirements. These curricula and credentials are developed, approved, and evaluated according to established procedures described below. The College has added over 40 short-term certificates in professional-technical areas to allow students greater flexibility in meeting individual goals, as well as providing career ladders. Many of these certificates lead to degrees, particularly when combined. This approach to the curriculum is designed to provide more opportunities for success for all students, especially disadvantaged and at-risk students. Under Skagit s system, students enter a defined career pathway designed to provide academic support, employment-related training via short-term certificates, and employment. The student may complete a certificate and move into employment, and then return to earn another certificate or a degree. Transferability (2.C.4; Policy 2.5) The College has procedures in place to accept college-level coursework completed at other community colleges or four-year institutions. Official transcripts are reviewed at the request of students by the admissions offices at MVC and WIC. Transfer courses are evaluated based upon the institution awarding the credit, its accreditation standing, and on the nature, content and academic level when compared to similar course offerings at Skagit Valley College. To provide a more uniform system for evaluating credit, Washington State Community and Technical Colleges have adopted a statewide common course numbering system for classes with historically high enrollment. Despite a variety of thorny implementation issues, common course numbering was successfully instituted at Skagit in summer Common course numbering increases students ability to seamlessly transfer from college to college and to have coursework more systematically evaluated. Students may also request a review or waiver of coursework based on their specific educational goals. They must provide additional course information (i.e. syllabus, completed assignments, texts) for a more thorough evaluation than what is provided in a course catalog. Articulation agreements exist between Skagit and Western Washington University (WWU) for Music; Washington State University (WSU) for Early Childhood Education; the University of Washington (UW) and University of Idaho (UI) for Environmental Conservation; WSU for Visual Arts; and UW Bothell for Nursing. Students completing the above degree requirements at Skagit are able to apply and compete for admissions in the majors listed above. Articulation agreements are listed in the catalog and online with official documentation filed with the Executive Vice President for Instruction and Student Services. Program Development (2.A.) According to college policy, as an accredited institution, Skagit Valley College is responsible for creating and maintaining high quality instructional programs regardless of delivery method. All college programs culminate in identified student competencies and lead to degrees or certificates in recognized and approved fields of study.the goals of the institution s educational programs, including instructional policies, methods, and delivery systems, support the College s mission Degree and certificate programs demonstrate a coherent design and are characterized by appropriate breadth and depth, sequencing of courses, synthesis of learning, and the assessment of learning outcomes. The use of library and other information resources is required. (2.A.2, 2.A.9) The internal program design, approval, and implementation process is an integral component of the College s governance process, as described in Standard Six. Approval of new programs is addressed in Operational Policies and Procedures Manual (OPPM) The program approval process is meant to maximize opportunities for

41 Educational Program and its Effectiveness 41 student access and learning. College leaders and faculty regularly review the demographics of the three-county district in order to adapt its educational programs to the needs of district residents and to increase access. New degrees or certificates of 45 credits or more may be recommended by any member of the college community, the Board of Trustees, or the public at large. Proposals for new academic programs must establish that a need and sufficient resources exist to offer the program and that the program meets the requirements established by transfer universities and needs of local employers, as appropriate. The Instruction Committee (IC), composed primarily of faculty, is responsible for evaluating the proposal to ensure that the design is coherent, constitutes a logical sequence of learning, enhances existing or future curricular needs, and that adequate learning resources are available to students and faculty, including library and technology resources. (2.A.2, 2A.3, 2.A.7) Newly recommended workforce programs must be approved by the Dean of Workforce Education and the Executive Vice President prior to initiating the specified approval process required by the State Board for Community and Technical Colleges (SBCTC). Once the proposal has been evaluated by the Instruction Committee, it is sent to the EVP for final review and comments. To expedite the internal process, proposals may be sent to the Instruction Committee and the SBCTC simultaneously. Final program approval rests with the President. A new degree requires the approval of the Skagit Valley College Board of Trustees. (2.A.2, 2.A.7) Significant modification of existing professionaltechnical programs and certificates of twenty credits or more also must be approved through the SBCTC approval process prior to college approval and adoption. Review and comment on any significant modification will be provided by the Instruction Committee and the EVP. Final approval rests with the President. (2.A.2) The specifics of assessing program learning outcomes are described in the program-level learning outcomes assessment plans (LOAPs) described in depth in the Educational Assessment section below. (2.A.3) The specific requirements for each degree or certificate program are outlined in the print and electronic versions of the college catalog. Library, Information Resources, and Instruction (2.A.8) The lack of a general education outcome related to information literacy was rectified under the new general education program. Learning Value #1 is Information Literacy, defined as recognizing when information is needed and having the ability to locate, evaluate, and use effectively the needed information. Learning Outcomes for students include their ability to Determine the extent of information needed; Access the needed information effectively, efficiently, ethically, and legally; Evaluate information and its sources critically; Evaluate issues (for example economic, legal, historic, social) surrounding the use of information; and Effectively integrate and use information ethically and legally to accomplish a specific purpose. To help students develop the skills necessary to access and evaluate information resources, bibliographic instruction is provided by the library. Individual instruction includes advising patrons at the reference desk and providing in-depth research consultations. Classroom instruction is tailored to course or assignment requirements, which can range from general instruction to advanced research topics. In addition, two librarians working with a small grant adapted an online product, The Information Literacy Tutorial (TILT), to teach and assess information literacy skills. TILT is fully accessible online and resides on the library website. It supports instruction of information literacy by providing easy assessment of student needs. Instructors may require

42 42 Skagit Valley College Self Study 2009 students to take the tutorial for credit, or librarians may post-test students after bibliographic instruction. Students can their test results to their instructors through the tutorial. Currently, faculty from both the professional-technical programs and the academic programs are using TILT to improve students information literacy skills. Information Technology (IT) functions are integral to the teaching and learning process at Skagit. Numerous IT training opportunities are available to students, faculty, and staff. These include short workshop sessions and individual training sessions with designated IT training staff. Working with the college community, IT is continually upgrading functionality to make it easier for students to apply for admission and register and for faculty and staff to post program website updates, gather accurate information beneficial for recruiting and retaining students, and access and use online instruction tools. Course Scheduling Courses are scheduled by the faculty and department and division chairs, reviewed by deans or the WIC Vice President, and approved by the EVP. Curricula are designed to be offered in a quarter system, the term for all community and technical colleges in the state. Intersession courses, most summer courses, and some elearning courses are offered in a compressed format. The assessment of learning and instructional evaluations for courses in alternative formats is consistent with those for courses offered in the traditional format. (2.A.5) As noted previously, Skagit has adapted course delivery over the past decade to meet the changing needs of students and to take advantage of advances in instructional technology. At WIC, for example, a variety of courses are offered in the evenings to meet the needs of its many students associated with NAS Whidbey. (2.A.9) A Learning Community Advisory Committee at MVC, which includes the dean of academics, the MVC general education coordinator, and one person each representing arts, culture, natural world, English composition, communication studies, math, developmental learning, and student services, coordinates the development and support of learning communities at MVC. The committee is charged with making recommendations on the nature and scope of annual learning community offerings; establishing procedures for selecting those; advocating and planning for departmental, faculty, and students participation in interdisciplinary courses; addressing needs for support systems (e.g., space, faculty development, special counseling needs, etc.); ensuring that the needs of all student groups are met (i.e., AS and Music degrees, elearning, etc.); monitoring the assessment of learning communities; and making suggestions to the coordinator about promotion of and advising for learning communities at Mount Vernon. Advising (2.C.5) Educational advising is provided through the counseling center as well as by faculty advisors. While faculty are required to advise according to the negotiated agreement and administration is aware that research supports faculty advising as a retention strategy, the College is still working to better incorporate faculty and counselor advisors in the widely prevalent online registration process. Students in professional-technical programs, for example, are advised primarily by faculty teaching in the programs. To support this system, each program has an assigned counseling-faculty liaison. When requested by program faculty, the liaison works with the teaching faculty as a direct resource for advising information and serves as a sounding-board about course scheduling and curricular issues. The counseling liaison periodically works with students in the classroom on success strategies specific to that program; activities include study skill development, group advising, and registration support. This also provides students another advising contact in case the instructor is not available. In some academic programs for example in Art, Music, and Drama faculty advise students enrolled in the major. This is not the case in all academic areas, for a variety of reasons. Skagit s new online real-time registration and an online advising

43 Educational Program and its Effectiveness 43 system have worked well for many students. On the other hand, online registration and advising have contributed to problems with student connectedness to the College. With the initiation of online registration in 2001, advisor signatures are no longer required for returning students. Consequently, fewer students seek advising from academic faculty; counselors now see the majority of academic students. Based on retention research that consistently indicates that connectedness to a faculty member positively influences student retention, efforts began in fall 2007 to reverse this trend. To increase the number of students being advised by academic teaching faculty and, consequently, build stronger advising relationships between faculty and students, a pilot faculty advising project was conducted during winter and spring Each of the teaching faculty-advisors went through training and was assigned a counselor who served as a mentor. One hundred and fifty-six students involved in the pilot project were advised by the participating faculty, and those students performed slightly better and had a higher term-to-term retention rate than other transfer students. Faculty project participants reported that they were pleased with the support they received from the counseling mentors and found the advising experience to be worthwhile. Another pilot related to faculty advising was the counseling-enhanced developmental learning communities project. This project teamed faculty teaching developmental learning communities with a counseling faculty member to bring student support into the classroom and to build on best practices in developmental education (Malnarich, 2003). Specific success skills topics included time management, educational planning, awareness of college resources, and test preparation/anxiety strategies. During , five counseling-enhanced developmental learning communities were offered and aspects of student performance and retention were compared with learning communities that were not counseling-enhanced and corresponding standalone courses. Preliminary data indicate that while the GPA of students in the counseling-enhanced learning communities was no higher, the pilot group had an 82% fall-to-winter retention rate compared to 74% for students in stand-alone developmental courses. Based on these results, this project will continue into a second year. As students preferences for emerging technology continues to rise, it will be necessary to expand the use of online advising throughout the district. To help counteract the potential negative effects, advisor training will continue with academic faculty. The more opportunities that students have to connect and interact with all advisors, the more effective counselors can be with intensive, deliberate advising. Credit for Prior Experiential Learning (2.A.10, Policy 2.3) Skagit Valley College will assess and award credit for prior learning that has occurred outside the classroom and/or through previous educational endeavors. Students petition to receive credit for prior learning through a waiver process that requires verification of experience or training and approval by the appropriate faculty, Department or Division chair, Dean/ VP, and the Registrar. The purpose of this option is to give students advanced standing, waivers, course substitutions or credit for prior learning through their work in the military, previous institutions, military schools, relevant employment in industry or other post-secondary courses. All requests are evaluated for content equivalent to SVC curriculum and or demonstration of mastery before credit is awarded. Credit for prior learning and credit by examination procedures are established by each instructional department. Awarding of Degrees and Certificates Certificates and degrees are awarded according to criteria established by the faculty and administration of the College, various program accreditation standards, and the SBCTC and are approved by the College Board of Trustees. The requirements for all degrees and certificates are outlined in the current college catalog accessible both in print and online. (Policy 2.3)

44 44 Skagit Valley College Self Study 2009 Program Descriptions Basic Skills: Adult Basic Education/ English as a Second Language The basic skills department offers Adult Basic Education (ABE), General Educational Development (GED) preparation, and English as a Second Language (ESL) to the least academically prepared and the lowest socio-economic sector of the district population. Seventy-one percent of basic skills students are Hispanic (compared with 17% college-wide) and most of these students are served in evening ESL courses on the Mount Vernon Campus. ABE/GED courses are managedenrollment, multi-subject, multi-level classes that use a variety of instructional methods and materials, including online instruction; ESL courses may be leveled or multi-leveled. ABE/GED and ESL classes are offered at both campuses as well as the South Whidbey and San Juan centers. Satellite classes are also offered at the San Juan Public Library and Sedro-Woolley High School. A new modular classroom at Washington Elementary School in Mount Vernon offers ABE and ESL in conjunction with Head Start. Skagit also has formal community partnerships with two volunteer literacy programs: Skagit County Community Action Agency, in Mount Vernon, and North Whidbey Literacy in Oak Harbor. Skagit administers required Comprehensive Adult Student Assessment System (CASAS) testing by consistently assessing student learning and meeting state board targets for performance rates and continuous program improvement. SVC submits student data, attendance hours, and assessment scores through the Washington Adult Basic Education Reporting System (WABERS). During the last 10 years, Skagit has added two full-time ESL instructors to the existing full-time ABE/GED instructor to strengthen the program; 12 FTEF are provided by adjunct faculty. The program also added a staff person (.75) to manage WABERS input and a teaching assistant in ABE (.75). ABE and ESL enrollments have fluctuated during the past ten years, with ABE enrollment peaking in 1999/00 and ESL peaking in Both are currently on an upswing. The chart below shows the number and percentage of Skagit ABE/ESL students who met their educational goals for the past four years. In general, Skagit students have had lower goal completion rates compared with state averages of all basic skills students. The department works collaboratively with professional/technical programs to provide Integrated Basic Education and Skills Training (IBEST) instruction. IBEST is a successful program in Washington State that combines basic skills and professional-technical courses. After an initial pilot project in , the college launched IBEST courses for Early Childhood Education, Welding, and Patient Registration. Students in the upper levels of ABE and ESL benefit from the assistance of a basic skills instructor within content courses. To assist students whose goal includes academic transfer, the basic skills program is working with developmental education and academic ESL to ease the transition for basic skills students. The basic skills program has struggled with fluctuating student enrollments, poor program effectiveness, and limited administrative oversight. To improve oversight, the college has changed program administration. In 2005, after an unsuccessful search for a Director of Transitional Programs, an interim Basic Skills/WorkFirst Director was appointed. In 2006, with changes at the Vice Presidential level, the program was moved from the office of VP of Educational Services to the Dean of Library, Learning Resources, and Basic Skills office. A new Director of Basic Skills began in winter quarter To improve program effectiveness, the basic skills program has instituted three-day orientation sessions at the beginning of each quarter to ensure that students are pre-tested, establish a goal, become oriented to the college, and discuss mitigation of educational barriers. In addition, the program is currently implementing curriculum changes based on the Washington State Adult Learning Standards. A professional development needs assessment was

45 Educational Program and its Effectiveness 45 Table 2.4 ABE, GED and ESL Students Goal Completion and Enrollment Data* Academic Year GED goal Post secondary education goal Improve basic literacy goal Improve English language goal No. Federally Reportable Students** Headcount ABE/ ESL Annual FTE ABE/ESL No. % No. % No. % No. % No. % No. No. SVC % % 98 40% % % 1, State Avg. 23% 78% 53% 61% 63% SVC % % % % 1,022 71% 1, State Avg. 32% 88% 29% 46% 79% SVC % % 72 19% % % 1, State Avg. 38% 89% 24% 40% 82% SVC % 83 73% 88 33% % 1,002 70% 1, State Avg. 40% 89% 31% 43% 82% * source: WABERS and SMS. ** Federally reportable students were pre-tested, attended more than twelve hours, recorded a goal, and provided demographic data. conducted fall 2007 and faculty and staff will be provided with development opportunities that will contribute to program effectiveness. The college appointed an IBEST coordinator in 2007 to facilitate the development of the IBEST instructional model. More students are expected to complete their educational goals due to the expansion of IBEST offerings and program improvements. The introduction of $25 tuition in for basic skills students resulted in decreased enrollments statewide, including at Skagit. Tuition could be waived for demonstrated need and now many students qualify and apply for this waiver. Increased efforts to improve department procedures, the ESL registration process, and new student orientation have seen positive results. The college has shown strong support with marketing efforts. Due to these changes, enrollments and program outcomes have improved. Academic English as a Second Language The purpose of the AESL program is to prepare non-native English speaking students, primarily international students, with ESL requirements to succeed as college and community members. The program also focuses on critical thinking, intercultural competence, and learning skills and strategies. AESL offers six levels of academic ESL preparation, from beginning to advanced levels. Significant changes in the past decade include credit and course title modifications to reflect student needs and national trends, addition of courses and a tutoring program to support academic preparation/college-level success, use of hybrid courses as a delivery mode, managing the lower-level formerly contracted program, and hiring a second full-time instructor/coordinator. Significant program-level issues for the future include: Hiring at least four full-time faculty to ensure program quality and stability Increasing tutoring hours to accommodate student need Accommodating academic non-native speakers who are not international students Centralizing faculty facilities Increasing the budget to allow for continued growth

46 46 Skagit Valley College Self Study 2009 Assessing student success after leaving aesl and/or skagit Adding an interactive language lab. The AESL LOAP supports the 2005 General Education initiative in assessing the following learning values: critical thinking, communication, community and cultural diversity, and individual awareness and responsibility. In 2003, program selfassessment of student learning was first implemented and then revised in 2006; the program began regular administration of these assessments in Data collected from fall 2006 through summer 2007 show consistent improvement in reading, writing, speaking, and listening skills. On average, 82% of students agreed or strongly agreed that they had gained increases in cognitive, affective, and behavioral learning. AESL courses show average to above average gains except for AESL 10, which is slightly under goal at 0.4, and AESL 97, which shows significant gains over expectations. Program coordinators and communication skills instructors will meet to discuss ways to improve our AESL 97 exit scores; however, it should be noted that the assessment tool is holistic, with a point range of , so a 0.4 gain in AESL 105 is consistent with expectations. AESL quality of instruction can be correlated with our high pass rate of 88%: out of 647 students who enrolled, 624 completed our courses. It must be noted that some need to repeat courses while some leave the program for various reasons including personal, financial, and academic. Others receive scores on placement tests allowing them to skip levels and enter regular classes without completing the program. Upon receiving such scores midquarter, some elect to take failing grades, focus on other classes, and enter English courses their next quarter. This issue was of concern and has been addressed internally by changing placement/testing procedures. This should result in higher retention and pass rates. The AESL program s mission aligns with and supports the college mission, vision, and values by: offering courses to ensure smooth transition to college classes; successful completion of college-level courses; supporting diversity through our student population, curriculum, and faculty; and offering opportunities for intercultural service learning. The AESL program has no counterpart on other Skagit campuses. However, we continue to coordinate efforts with ABE/ESL faculty and administrators at other sites. At the upper levels, we work with TRIO and Multicultural Services to appropriately place academic students. We serve all nonnative speakers on the MV campus through our AESL tutoring program and work closely with the International Programs Office and Global Outreach to affect a positive environment for our students and all members of the campus community. Automotive Technology Skagit s Automotive Technology (AT) program began in In 1972, a new facility was built that was state-of-the-art for that time. The Automotive program offers an ATA degree in Automotive Technology and certificates in Service Advising, Parts Counter Sales, Electronics, Transmissions, Alignment/Brakes, and General Automotive. Significant changes in the last ten years include: National accreditation through the National Education Automotive Technicians Foundation (natef); Remodel of facilities and the creation of a student computer lab; Publication of a complete program curriculum guide; Recognition and award as the best automotive program in the nation 2003 by the Automotive Industry Planning Council (aipc); Creation of a customer service manager position and the remodel of facilities to accommodate a service center; Development and implementation of de class in automotive fundamentals; C reation of service advisor and parts counter person certificates coupled with securing major grant to purchase supporting software;

47 Educational Program and its Effectiveness 47 Development of instructional powerpoint presentations for the two-year ata degree. AT utilizes a competency-based assessment program, which is driven by NATEF s mandated national accreditation standards. All program areas are self-assessed continually, including administration, finances, tools and equipment, facilities, curriculum, student success/placement, and instructional faculty. Student competency outcomes are evaluated quarterly and the program is nationally assessed by NATEF every two years, with an on-site visit every five years. AT was first accredited by NATEF in 1999, and reaccredited in To measure program effectiveness, AT uses the following four LOAP items as one of its indicators. Results follow: The AT program shall maintain national certification/accreditation through NATEF. This accreditation consists of ten standards worth 5 points each. At our last full recertification in 2004, AT received high scores for all ten standards, with overall average performance increasing from 4.84 to Program completing students will develop entrylevel skills and knowledge for employment in the automotive industry. In 2006 and 2007, 81% and 82% of graduating students were employed in the industry. Students will be evaluated using industry-based skill competency assessment, based on (NATEF) national standards. For the last two-year program cycle, class scores in the lab-based portion of the nine AT classes ranged from 66% to 90%, with an average score of 77%. Students will possess the skills and knowledge to work safely in the lab/shop environment. Upon entering the program, students are required to complete a safety module in AT 100, the entrylevel class. Average AT 100 class scores for ranged from 78% to 86%. The initiation and sustaining of national accreditation and the desire of automotive staff to have the best program in the nation has driven the past accomplishments and future plans for this program now and in the future. Significant program focuses in the future include: Acquisition and remodel of additional lab space next to the existing facility; Development and addition of certificates in Automotive Machine, Hybrid/Gas/Diesel, General Service Technician, and Automotive Restoration. The AT program also supports Skagit s mission and goals and interacts with other parts of the institution by: continuously assessing program outcomes, adapting and developing plans to effectively meet student and employer needs, promoting student success by remaining flexible and accessible, articulating AT courses with local high schools via Tech Prep, and contributing to general education goals. Behavioral/Social Sciences The Behavioral/Social Sciences Department offers courses in Anthropology, Ethnic Studies, Geography, History, Political Science, Psychology, Sociology and Social Science. Most students take these classes to meet Culture distribution requirements for the AAUCT Degree or to fulfill prerequisites in a particular field. The Department seeks to foster cultural pluralism, critical thinking, integrative learning, individual and global awareness, and scientific and informational literacy. Significant changes in the past ten years include: Expansion of online and hybrid course offerings New classes and departmental activities targeting diverse local communities Integrating new technologies into the classroom Addition of a Geography Department Multiple pairings with other disciplines in collaborative courses Incorporation of new General Education Outcomes into course design Development of a Social Science Symposium and Sustainability Fair in the spring

48 48 Skagit Valley College Self Study 2009 Development of outcomes assessment rubrics for the Department In the past ten years, between 30% and 60% (depending on the year) of all writing links and Learning Communities have included at least one culture class. The social and behavioral sciences support the goals of the College by offering a variety of courses and activities that enhance diversity and community. For example: In spring 2005 Intro to Sociology (SOC 110) was offered in Spanish Viva!: Mexican Voices/American Dreams, a Learning Community combining Soc 110 with Lit 110, has been offered each year since Swinomish Webs, a Learning Community combining ETHN 112 and MIT 125, was developed to allow native students to document family history online. Table 2.5: LCs Offered with Social/Behavioral Sciences Year Total Links & Learning Community Combinations Number of Links/LCs with Social/ Behavioral Science Component Percentage A celebration of Hispanic culture was held on Mexican Independence Day, 2006 Panel discussions on immigration (2006), gay marriage (2005), global warming (2005 and 2006), Growing up Gay in Small Town America (2005), Islam (2001) have been held to increase awareness in the college community. The assessment methods used to measure student learning outcomes varies. For example, the quality of capstone student presentations at the spring Social Science Symposium is rated by both faculty and by third-party evaluators. Other examples include: A study completed in 2000 on the Whidbey campus showed significant increases in critical thinking and ethno-relative attitudes among students over the course of their degree program. Pre- and post-testing in General Psychology on the Whidbey campus revealed significant increases in critical thinking. The majority of students report in end-ofquarter surveys in linked or collaborative classes that include a Behavioral/Social Science component that this was a positive learning experience. An assessment of the 2006 Spring Social Issues Symposium was undertaken. Social Science faculty developed rubrics that were used by numerous faculty and staff who attended the student presentations, assessing several General Education Outcomes. Academic communication averaged 2.95 on a four point scale. Cultural diversity averaged 1.70 on a five point scale. Global awareness averaged 2.16 on a three point scale. Table 2.6: Evidence of online/hybrid course offerings Anth Ethn Geog Hist PolSc Psyc SoSc Soc Online Hybrid

49 Educational Program and its Effectiveness 49 Analysis of selected items on the CCSEQ in 2007 indicates students show sensitivity to diversity and global issues. Many Behavioral/Social Science course syllabi now include specific General Education Outcomes. In a sample of course syllabi, 29.6% contained explicit reference to Gen Ed Outcomes. The department is working towards consistency in all course syllabi on this component. The department has made significant efforts to reach out to and include diverse local communities. However, results of cultural and diversity awareness in student presentations at the Social Science Symposium have been disappointing and indicate that we have more work to do.: With the new General Education revisions in curriculum, increase in the number of links which include a course from this department. Increase the number of courses that include course-level analyses of Gen Ed outcomes. Increase community outreach, specifically to local youth and ethnic communities. Collaborate with physical facilities personnel to ensure we have a sustainable and technologically rich infrastructure for teaching facilities. Assess the degree to which online and hybrid courses match on-ground classes in satisfying Gen Ed outcomes. Increase involvement of adjunct faculty in curriculum design, development, and assessment. Our department is central to the college mission and vision, particularly in the areas of cultural diversity, critical thinking, integration, and application of core disciplinary concepts, methods, and values. While we are making significant contributions in these areas of scholarly work, we nevertheless have evidence that we can improve certain areas. Business Management The Business Management (BMT) program at the MVC develops future business leaders and potential business owners as well as trained, responsive employees. BMT graduates are employed in the areas of supervision, marketing, sales, customer service, human resources, and running their own businesses; on average, 75%-90% of graduates find employment in these fields. Through BMT course work and networking activities, students learn to think critically about the nature of knowledge and its construction and validation within business management and to be sensitive to the ways these processes often vary among individuals and industries. The BMT program operates a retail lab which is a fully functional gift shop. In addition to working in the lab, students research the target market, go on buying trips, select products and price them, and develop and implement a promotion plan. The retail lab is incorporated into several BMT classes and reinforces learning in the areas of marketing, merchandising, customer service, and general business concepts. The students also have the opportunity to participate in the professional management and marketing organization Delta Epsilon Chi, which offers leadership development conferences and marketing and management competitions. These experiences have proven to be extremely valuable for the students as well as faculty. Over the last 10 years, students have continually represented Skagit as professionals and have won many awards. Significant changes over the past 10 years include more integration of technology in the curriculum to prepare students to apply software tools to solve business problems. The ease of access to integrate sources on the Internet and electronic course materials has greatly enhanced students learning environment. Every BMT course is a hybrid course utilizing Blackboard. BMT has also developed certificates in which all required classes are available online. Student learning outcomes are clearly defined in each course syllabus. Assessments of the expected learning outcomes include written tests, projects, and presentations as well as a portfolio system for assessing the student s cumulative learning experience. Portfolio projects include an employee manual with a diversity section, a marketing plan, a business

50 50 Skagit Valley College Self Study 2009 plan, projects using computer applications, and a sales presentation. The portfolio also contains student reflection and self-assessment of team and workplace experiences to evaluate soft skills such as communication, teamwork, conflict resolution, and leadership. Students are introduced to the portfolio system in their first year, and portfolio elements are compiled over the program duration. Formative assessment occurs throughout the two-year program as students complete portfolio sections and receive ongoing feedback from seminar instructors (BMT 200). This process has improved the overall achievement rate to 90% or above upon program completion. Overall portfolio results help instructors identify areas where students are struggling. For example, students struggled with a portfolio item related to awareness of group process; in response, curriculum has been refined so that students now thoroughly understand this item and can respond appropriately. Program graduates complete at least ten credits of co-op work experience with instructor, supervisor, and self-evaluation. Completed supervisor evaluations of BMT students are consistently rated above average to excellent. BMT students are averaging 90 hours of co-op experience each quarter. With the challenge of lower unemployment and employers hiring employees with lower work skills, the BMT program identified the need for a Retail Management Certificate following the Western Association of Food Chains curriculum model. WAFC local member affiliates, Haggen and Safeway, promote the certificate with their employees and provide full reimbursement of tuition and books upon completion. It is still early for the evaluation of the effect of this new certificate. The BMT program also developed an Entrepreneurial Certificate in response to demand for courses that support new business creation. Other student needs are researched and evaluated for incorporation into the program: e.g., Project Management courses were recently created to fit the needs of working adults; five evening classroom sessions are followed by online assignments for the remainder of the quarter. The first class had an enrollment of 34 students. Business and Economics The MVC and WIC Business/Economics departments prepare students to transfer to four year business schools by offering required preparatory core courses plus various electives to enhance expertise and preparation. Non-business majors also take these classes to meet various distribution requirements and business owners enroll to increase their business/economics knowledge base. Significant changes in the last ten years include: creation of a Business direct transfer agreement with four-year Washington universities and colleges that provides for the admission of Skagit students as juniors; substantial increase in business electives offered including Human Resource Management, Introduction to Marketing, International Business, and Introduction to Law; expansion of electronic delivery of all core courses in the BA/ECON curriculum in elearning/hybrid formats; introduction of an Associate of Arts General Studies degree with Business core and 45-credit certificates in Business and International Studies; significant increase in inter-campus and departmental faculty coordination, resulting in increased course content congruity and streamlined scheduling; increased faculty coordination with four-year business school counterparts to ensure course content fully prepares Skagit students to succeed; increased enrollments of ESL/international students with significant language difficulties; r evision of the BA/ECON LOAP to support 2005 General Education Learning Values and Outcomes; (All courses have been reviewed to ensure key values and outcomes are addressed. Additionally, both campuses have greatly

51 Educational Program and its Effectiveness 51 increased focus on the acquisition of essential concepts, critical analysis, and communication skills in support of the college s learning values and goals.) significant progress toward synthesizing course content prior to implementing common capstone assessments. (We are currently assessing the effectiveness of some common capstone questions/projects on both campuses, developing evaluation rubrics, and collecting baseline data.) MV students, as part of their first course in accounting, are assigned a project requiring them to analyze the annual report of a corporation. For fall quarter of 2007, students showed a 90% pass rate in regard to the objectives set. Macroeconomics students analyze current economic issues and evaluate various outcomes, e.g. changes in the federal funds rates and free trade agreements. Students ability to discuss these issues in class and answer specific exam questions is used to ascertain if they are achieving desired learning outcomes. If not, additional emphasis is put on these learning areas until student response improves. WIC Microeconomics students prepare industry Strengths, Weaknesses, Opportunities and Threats (SWOT) analyses to demonstrate how market structure, economic conditions, and other variables affect an industry/major players. On the MV campus, examination questions are included that relate to the learning outcomes of the course. The number of students correctly answering specific test questions is used to determine whether desired learning outcomes have been achieved; over the past two years, 70 to 75% of students have attained the specific outcomes evaluated. On both campuses, Business Law students attend a court proceeding and prepare and present major cases analyses using appropriate legal research and briefing skills; case analyses are related directly to specific objectives. WIC students also participate in a moot court experience. (1.4,2.3 & 3.4) All business/economics courses include one or more writing, speaking, and research assignments. This also develops supporting skills in PowerPoint (1.1 & 1.4). Finally, Western Washington University statistics show that Skagit business transfer students perform better than average in comparison with WWU business students: the Skagit average transfer GPA of 2.75 is 9% higher than typical WWU transfer averages and 3% higher than students who started their education at WWU. In order to maintain the business and economics program and promote growth in the future, we need to offer the students the course content they want and need at the times and in the format desired by the students while maintaining the integrity of the course offerings. The diversity of the courses we can realistically offer is limited by acceptance for transfer by four-year schools. Current and future success is dependent upon excellence in course content and teaching. This means we need to ensure that every business and economics course is directly related to the success of our students when they transfer to a four-year school. It is essential to the success of the program that faculty are encouraged to participate in continuing professional education to ensure that our academic and practical knowledge of the subject matter we teach is up to date and relevant. College Success Skills Skagit offers several College Success Skills (CSS) classes in a variety of formats to enhance student success and retention. CSS 100 provides students with essential study strategies and an introduction to college resources. In addition to the regular quarter-long format, it is also offered as a week-long seminar prior to the start of fall quarter and as a developmental Learning Community combined with ENGL 97 and READ 97. Some of the CSS 100 sections are reserved for participants in the TRIO Student Support Services program. CSS 103/ Fast Track provides an expanded orientation to college life and campus resources to 100 students in a weeklong seminar prior to the start of fall quarter. In , 234 students enrolled in CSS classes; their class evaluations show that they benefit both academically and socially. Students positively evaluate their class experiences and report receiving valuable study techniques and life skills that they plan on applying to other college courses; they also

52 52 Skagit Valley College Self Study 2009 report a high likelihood that they will recommend a CSS course to a friend. In 2003 the TRIO program surveyed program participants, asking them to rate the services they received, including TRIO CSS classes. All TRIO services were rated highly, but CSS instruction led the way with 96% of students being very satisfied or mostly satisfied with the CSS class experience. In Skagit s administration of the Community College Survey of Student Engagement (CCSSE), parts of the survey were given to TRIO students enrolled in CSS classes to assess how these students compare to the general Skagit population. The TRIO CSS students reported feeling greater college support for their social and academic success and better relationships with administrative and office personnel than all other groups in the survey. Students who enroll in the CSS 103/Fast Track course are better prepared for the academic requirements of college, as demonstrated by a fall-to-spring retention rate of 90%, compared with 60% of all students, and an average GPA of 3.30, compared with 2.70 for all students. Clearly CSS classes have a positive impact on student satisfaction and success. The overall number of students receiving those benefits, however, is small. The college is continuing to look at how to expand those benefits to even more students. In the past, counselors have been brought into various academic classes to teach study strategies in the context of a particular field of study, such as science. Currently, grant funding allows counselors to introduce CSS to students in all developmental Learning Communities. Other ways for expanding CSS options include development of new collegelevel Learning Communities that include a CSS component. Also, due to the great success of CSS 103/Fast Track on student retention and success, it would be beneficial to offer this class at the beginning of winter and spring quarters, as well as fall. Consideration for developing an online CSS class is another possibility, as well as offering CSS in summer quarter. More research into the specific facets of CSS classes students find especially useful will help determine the focus of expanded CSS options. Communications Studies The Communications Studies (CMST) program seeks to foster cultural pluralism, critical thinking, and basic communication skills through collaborative and traditional courses, technological applications, and cross-cultural interaction. Its mission and program closely align themselves with and support the college s mission, vision, and values by: expanding educational opportunities through the development of courses and certificates to make transitions to transfer institutions or careers more seamless supporting diversity through faculty hiring and course/curriculum development, and contributing to community leadership and service by offering service learning based courses. CMST offers a full range of courses that support all two-year degrees at Skagit, both academic and professional-technical. Because courses are offered at a variety of times across the day/evening, at all campuses and centers, and through different delivery modes, students have a high degree of access to Skagit communication courses. Significant changes in the past decade include credit and course-title modifications to reflect regional and national trends, addition of courses to support career or academic transitions, the adoption of online delivery for many courses, hiring a third full-time instructor at MVC, and hiring a first full-time instructor at WIC. Significant department-level issues for the future include: implementing speech-media certificates continuing discussions to merge Communications and Media course into a single department Communications and Media Studies globalizing speech curriculum by offering study abroad options, and a ssessing CMST student success after leaving Skagit (we currently have no method to do this).

53 Educational Program and its Effectiveness 53 The CMST LOAP was recently revised to support Skagit s 2005 General Education Learning Values & Outcomes, specifically assessing critical thinking, communication, community and cultural diversity, and individual awareness and responsibility. Prior to 2006 at the MVC, a program-wide self-assessment of student learning tool was used to measure student gains in critical thinking, communication, and cultural diversity. During , this tool was revised but not administered. This self-assessment also has had limited use in assessing speech-designated courses. Data collected by CMST faculty through the self assessment (in Fall-to-Fall Pre-and-Post measures between 2000 and 2005; N = 1,505) indicate positive differences (based on a six-point scale) ranging from.054 to 2.53 and clear gains by students in communication skills, cultural differences, and critical thinking. Despite this positive outcome at the MVC, assessment is inconsistent district-wide, as WIC and the two centers have not been able to administer a similar assessment. Since WIC hired a full-time Communications instructor in 2008, it is hoped this individual will be able to assist with ongoing, district-wide assessment. The quality of Skagit CMST instruction is demonstrated by high student completion and pass rates. For , 93% of 100-level Speech students completed courses in which they were enrolled, with 90% of these students passing their CMST courses and with C or better pass rates ranging from 79% to 89%. At the 200-level, an average of 95% of students completed and passed their CMST courses. This data does not indicate a compelling need for improvement at this time but does warrant monitoring. Communications and Media programs completed a combined program review during CMST in particular was commended for its strong enrollment, a student-faculty ratio similar to the state average, alignment with general education, its innovative plans for the future, its use of alternative delivery modes, and the implementation of its LOAP. Recommendations included closing the assessment loop by using the LOAP to improve the CMST program and to continue to work with the dean of the academic unit on certificate development. Both CMST and Media programs have been and continue to be highly integrated with the college community and its goals by: co-offering a large proportion of SVC s collaborative learning experiences, including developmental learning communities; offering preparatory/prerequisite bridge courses (CMST 210 & 220) to transition international students into college-level classes; offering service-learning based courses such as Communication & Civic Engagement (CMST 104). The CMST program must continue to work on developing long-term relationships with community groups and advising students to select service learning based courses; creating educational opportunities for underserved communities such as the popular Spanish Literature Broadcast (in conjunction with KSVR, SVC s radio station and the community s sole Spanish-language radio source); working with WWU and WSU to make CMST and other student transfers more seamless; encouraging faculty participation in a number of vital campus roles including Arts and Communication Division Chair, CLT Coordinator, faculty negotiator, and as members of several campus advisory or other committees. Computer Information Systems Since the 1980 s, the Computer Science, Repair and Information Systems (CIS) department has adapted to changing student and industry needs. In , the department undertook a program review in response to decreasing enrollments, industry changes (the dot-com bust), and increasing educational requirements to obtain CIS-related employment. Although CIS began delivering some online courses as early as 1999 while providing a day program at MVC and a day and evening program at WIC, as enrollments decreased, we began blending online

54 54 Skagit Valley College Self Study 2009 and on-site delivery at WIC, and in 2006 moved to 100% online delivery with supported labs and optional instructional sessions at both campuses. The online format reflects the skill sets required in current technology fields. However, this format can be very difficult for students to initially grasp and is best suited for those self-motivated, curious, interested in technology, and willing to learn to communicate effectively in an electronic forum. To measure program effectiveness, CIS has relied on data derived from three areas: student placement, employer surveys and enrollment/grade history. According to Washington State Job Training student placement reports, 66% of our graduates find work in the industry or go on to continue their educations. The typical medium salary rate for our graduates is $13.75 per hour. March 2007 survey responses from local potential employers and our advisory board regarding the skills most in demand for qualified Information Technology (IT) employees indicated that we should emphasize soft skills, such as effective and technical writing, communication, and manners. Additionally, globalization in our target employment market requires our students, who will soon be employees, to be clear and polite in their communication with others from different cultures. In the technical skills area of CIS, we were advised to place more emphasis on Virus and Spyware protection, Firewall configuration, and Cisco router configuration. Enrollment and grade data from four academic years ( ) were collected in four areas: a) the CIS entry class (CIS 103), b) the beginning and ending Networking track (CIS 104 / 223), c) the beginning and ending Programming track (CS 115 & CIS 240 / CIS 243), and d) Networking and Programming track completion rates. The average CIS entry-level class grade of B was consistent until 2006, when it dropped to C. Entry class enrollment declined by 30% annually until 2006, when it increased by 30 %. Average beginning and ending Networking class grades of B have remained consistent over the four years. Networking class enrollment has mirrored that of entry level class without an increase in Beginning and ending Programming class grades have fluctuated from A to C. Enrollment for the Programming track has fluctuated, with no clear pattern on its own or in comparison with the entry-level class. Networking and Programming track completion rates have fluctuated widely over the four years, with Networking ranging from 38 to 76% and Programming from 18 to 39%. Our LOAP goal is to measure critical thinking skills necessary to communicate appropriately in the IT workplace. The evidence from above demonstrates the need to find better ways, within the online delivery mode, to improve those skills. The online format is somewhat difficult for students accustomed to a classroom environment or uncomfortable with electronic communication. Other online obstacles are the lack of high speed internet connectivity and current computer hardware; these require financial resources unavailable to many of our students. However, local students can take advantage of these provisions at computer labs on both campuses. With exclusive online delivery, CIS has ventured into a new area of education, and as such, we are using different tools to achieve our program goals. We will continue to monitor employment placement, graduate wages, program enrollment and grade, and place emphasis on advice from local employers and the advisory committee. In addition we will conduct surveys of our incoming and outgoing students to ensure they are learning the new technology and can effectively communicate in the electronic environment. This will be accomplished by comparing baseline and exit data resulting from surveys. Our advisory committee has repeatedly endorsed the breadth and depth of our current program. We will need to examine the program s online delivery for an extended period of time during which the content

55 Educational Program and its Effectiveness 55 is stable to better analyze the student outcomes and success. Criminal Justice Department and Professional Academies The Criminal Justice (CJ) program was established in 1970 and since then has expanded from two degree options (ATA and AAUCT) to include Park Services and Protection, and nine microcertificates. In 1990, the nationally recognized Seasonal Law Enforcement Training Program (SLETP), a professional academy for preparation of park rangers, was added to the program. In 2002, after a decade of instability and declining numbers due to repeated changes in program leadership, the program was placed in inactive status. The current department chairperson was named interim coordinator that year. A program review was initiated, and the program was restructured. One measure of program success is that student enrollment numbers, certificated or degreed completers, and FTE numbers have steadily grown in the program since its reinstatement in SLETP success now renamed as the Parks Law Enforcement Academy (PLEA) has led to a request by the Federal Law Enforcement Training Center for a second academy. In 2005, to support regional police agencies, the Basic Law Enforcement Reserve Academy was developed. General Education outcomes were implemented in each class syllabus in The program has limited facilities with adequate equipment and budget. Staff consists of one fulltime tenured faculty member and eleven parttime adjuncts. As technology in the industry has changed, the program has done an excellent job of keeping up with these changes, in part due to generous donations from various industry sources. CJ supports communication studies, math, biology, earth sciences, physics, chemistry and English, and also closely interacts with FIRE and ENVC. The program has strong ties to the National Science Foundation through the Information Technology Across Careers (NSF-ITAC) public safety initiative, in which Skagit s CJ was one of three national pilot programs. Students are routinely required to perform research projects involving the use of library resources electronic as well as paper. Program outcomes include graduating students capable of obtaining employment within the criminal justice or resource protection fields, or successfully transferring to a four-year institution. Employability of the graduates is one measurement of the success of the program but is dependent upon many industry variables over which the college has no control. Since 2002, 60-70% of graduates find employment in the field. Over 95% of PLEA graduates obtain employment within six months of graduation. An additional % transfer to a four-year institution where they are very successful. Their success is promoted through Skagit s high teaching standards and a demanding, industry-relevant curriculum. The program receives guidance through feedback from two active advisory committees who represent the regional criminal justice professions, and through the National Partnership for Careers in Law, Public Safety, Corrections and Security (the department chair is a national Board of Directors member). Feedback obtained from hiring employers is very useful and guides the program as well. The department s LOAP includes industry standard skills assessments. These skill assessments are measured either using a traditional Likert scale with 70% being the minimum threshold for passage, or by a strict Pass/Fail format. Program learning outcomes are assessed through industry-specific written tests and skills assessment, written reports, oral presentations, group work, and an internship practicum. Testing is designed to simulate realistic performance within the criminal justice industry. PLEA and BLERA program outcomes assessments have been conducted for the past five years and two years respectively; both PLEA and BLERA students have done an outstanding job. Of the 207 PLEA students, 194 or 94% completed the program and gained certification. Performance for the six main program components (Academics, Physical Fitness, Firearms, Emergency Vehicle Operator s Course, Defensive Tactics, and Mock Scenes) was also exceptional: students average score was 97%. Of the 22 BLERA students, 20 or 80% completed and gained certification; average program component score was 92%.

56 56 Skagit Valley College Self Study 2009 The pilot integration of the NSF-ITAC curriculum and assessment rubrics resulted in a decision to focus on specific areas for improvement. For example, student assessment on the ability to use appropriate technology revealed the need for more student exposure and direct use of Word, Excel, and PowerPoint, enabling student to more effectively employ workplace-relevant skills. Outcomes assessments currently under evaluation include the effectiveness of the general education learning values and outcomes as they are emphasized and blended with industry standard terminal performance objectives and enabling performance objectives. CJ is a valuable asset to Skagit and the larger community by providing students with realistic, workplace-based strategies for success. The program uses its partners in the criminal justice system to provide rich and relevant learning opportunities for students. Innovation exists through the use of simulator technology and access to industry equipment. Through the development of a hybrid program, new materials have been and continue to be developed for distance education/elearning. Culinary Arts The Culinary Arts and Hospitality Management (CAHM) department provides courses in the theory and practice of food production and food service management, offering quarterly certificates, one-year Culinary Cooking Certificates, and a two-year ATA degree. Some significant changes in the past ten years include: major facility upgrades to an industry standard kitchen and a new, larger and better equipped baking lab; greater emphasis on advanced cooking skills for second-year students; greater involvement in the American Culinary Federation (ACF) and the National Restaurant Association (NRA); technological advances in classroom multimedia and online information sharing and testing combined with the acquisition of leading edge technology skills required of students and instructors; curriculum restructuring to reflect the changing nature of the industry, emphasizing interpersonal and cultural sensitivities, new ethnic foods, modern work skills, acquisition and use of fresh local products, and an awareness of global issues. CAHM has established a basic program goal for each year as well as overall goals. The first-year goal is for students to learn, practice, and demonstrate basic food preparation and service skills. The second-year goal is for students to learn, practice, and demonstrate advanced food preparation, menu development, purchasing inventory, and cost control skills. Overall program goals are for students to develop, practice, and demonstrate interpersonal respect, cultural sensitivities, and the general professional demeanor necessary for a successful food and hospitality career. Assessment tools used to measure goals are: for year one, a module quiz on knowledgebased text book learning during each threeweek module, a block test exam at the end of the quarter, module written reports (three per quarter) on culinary research, individualized skills completion lists of expected technical competences practiced during the lab courses, module and block practical tests demonstrating hands-on knowledge of food preparation and presentation technical skills, and daily lab points documenting professionalism, timeliness, safety, sanitation and quality of daily performance; for year two, peer evaluations, a Sous Chef written exam, weekly quizzes, banquet management and lab evaluations ( including professionalism, timeliness, safety, sanitation and performance), and advanced cooking presentation and salon piece evaluations; overall goals are assessed by daily skill evaluation sheets, a scheduled skills review meeting with the faculty (including a peer review), and a job placement review. The department set an 80% success rate completion goal for the various year-one assessment tools. We

57 Educational Program and its Effectiveness 57 easily met this goal: scores ranged from 85 to 97%, with an overall average score of 93%. The secondyear goal was 50% of entering students successfully completing required ATA culinary skills. We surpassed this goal, with 87% of students completing skills. Overall goal assessment results were also excellent, with an average score of 89%. Even though our current goals were being met or exceeded, we looked at how we could further improve student success. We sought to improve the job-ready skills that seemed undervalued in the current curriculum. For example, even though students met knowledge-based assessments goals, these goals weighted significantly less than the emphasis on technical-based learning. Consequently, we redesigned our curriculum to re-position knowledge-based learning as a stand-alone requirement to emphasis its importance. Data also indicated that student responsibility to notify tardiness, sickness, and/or non-attendance needed to carry more emphasis. This professionalism issue also scored highly in our employer survey as a very important skill. As a result, we made those skills more prominent in our new curriculum and grading scores. We also found a need for a greater global perspective and an emphasis on renewable resources and sustainability, which lead us to seek and receive grant funding to pursue sustainability measures. Program review also demonstrated a need to better define much of the second-year program. This perspective led us to incorporate opportunities for practical application of advanced cooking skills and facilities and personnel management. Diesel Power Technology Skagit s Diesel Power Technology program has been in existence since the 1970 s. Facilities include a modular classroom and an eight-bay shop/lab area. In 2000, complete changes in staff lead to exciting new changes for the new century. Old training aids were removed and newer technology was implemented to help keep students up-to-date with what they would expect to find in the employment arena. Despite rapidly changing technology in our field, Diesel has done an excellent job of keeping up with these changes, in part due to generous industry donations. Department faculty work hard at not only soliciting equipment and software donations from manufacturers, but also at spending significant time creating in-shop training aids to better prepare students to effectively utilize today s technology. It is our opinion that program effectiveness is best measured by the employability of the graduates as well as employer feedback. By these measures, the Diesel program is doing very well. Potential employers frequently call requesting our students and our objective local employers survey finds strong satisfaction with our students as employees. Some employers even take the time to point out the superiority of our graduates compared with those of other schools. Skagit Diesel students also find employment in research and engineering facilities. Placement surveys over the past several years indicate that nearly 100% of program graduates find and retain employment within the industry. We also feel that program success can be measured in part by enrollment and retention. The Diesel program has been continually at or near full capacity over the last several years. In addition, attrition is historically very low, and when a student does leave, it is often for reasons over which we have no control (e.g., broken arm, military duty, etc.). In summary, students are satisfied with the education that they are receiving; this is also evidenced by student evaluations of instructors. The department s LOAP outcomes include a safety assessment. This has been deemed a vital part of student s longevity in industry, since one of the largest drains on industry employment is permanent disability. Safety assessments follow the pre-test, post-test method and have been collected annually since Five-year results have been consistently excellent, with a 30% average increase in pre- to post-test scores (63 to 93%). In another assessment, students show great improvement in their use of precision tools and math skills; their skills increase more than 40% following the training segment. Although the Diesel Program is proud of its accomplishments, we are always looking for ways to increase student success. Employer and student feedback is of course the best way to see how we re

58 58 Skagit Valley College Self Study 2009 doing, and we rely continually on their feedback. Our advisory board consists of active employees/ employers in the area who help guide our path as we continue to refine and improve what we do. For example, one employer recently told us to concentrate more on brakes and less on high-tech electrical, since that s what entry-level students need to know. We have responded by altering the proportion of time spent on both, as well as insisting that students refresh their knowledge of subjects covered six month ago. Our program also works closely with our counterparts in the Automotive and Marine Tech programs. Diesel and Automotive jointly recruit students, and we often share tools and parts with Marine Tech. We work closely with the nearest High-School Skills Center, where many of our new students originate. In order to address the vision of the institution, we collaborate with Chemistry classes to produce and consume biodiesel. In addition to the environmental benefits, this demonstrates the integral nature of learning on campus. We also provide repair services to the Truck Driver Training program. Students of both areas benefit from cooperative learning. Early Childhood Education and Education Paraprofessional The Early Childhood Education (ECE) and Education Paraprofessional (EDUC) programs focus on both ECE and EDUC professional standards and Skagit General Education Outcomes by focusing on: essential skills, including oral, written, interpersonal, quantitative, critical thinking and information literacy; building child, family, and community relationships with sensitivity to culture, language, and other aspects of human diversity; development of individual awareness and responsibility; development, implementation, and individualizing of curriculum in language, literacy, mathematics, science, social understanding, physical health, and the creative arts for young children. for EDUC students, communicating and collaborating with certified /licensed staff to implement behavior management practices, instruct and assess, observe, and document student progress. ECE offers courses that support a one-year certificate, a two-year professional-technical degree, and a 90-credit Associate in Applied Science ECE Transfer Degree. EDUC offers courses that support two distinct one-year certificates and a two-year professional-technical degree. Courses are offered at a variety of times and through different delivery modes, allowing students to have a high degree of access to ECE and EDUC courses. Family Life (FL) parenting education courses are offered for students who are parents participating in cooperative preschool settings. Family Life credit is nontransferable and may be used as limited ECE elective credit. Tracking of two past ECE and EDUC student cohorts from 2001 to 2005 indicated that nearly all students attended Skagit part-time average enrollment was 8 credits per quarter and consequently, time to degree completion was four years. Significant changes in the past decade include credit and course-title modifications to reflect federal, state, and professional educational standards and trends; addition of courses to support career or academic transitions; use of online/distance education as a delivery mode; and hiring a third full-time instructor with bilingual/dual language ECE program expertise at the MVC. The ECE LOAP focused on the preparation of students with the basic academic and personal skills, knowledge, and abilities required to obtain an entry-level position in early childhood education; the EDUC LOAP focused on preparation of students to obtain a position as an instructional assistant (or other related positions) helping licensed/certified staff in preschool through elementary school settings. The assessment plan for reviewed the capstone experience in the ECE and EDUC degree programs, the ECE/EDUC 223 practicum. The ECE/EDUC advisory groups suggested this link to workplace effectiveness being stressed in our degree outcomes. As part of the practicum review, faculty incorporated use of the C.L.A.S.S

59 Educational Program and its Effectiveness 59 (Classroom Assessment Scoring System) in 2007 to rate observed Skagit student/child interactions for key program competencies. The high quality of ECE and EDUC graduates is demonstrated by above average GPA s in basic academic content (3.53 overall) and C.L.A.S.S. assessment outcomes, which found that all graduates were rated at or above targets. These outcomes inform our goals of post-graduate tracking, supporting local employer professional development in instructional strategies, and general teacher mentoring to increase effectiveness in implementation of planned curriculum. In , ECE, EDUC, and FL programs completed a combined program review of the previous five years ( ). ECE and EDUC were commended for strong enrollment, continued growth on both campuses, addition of new degrees and certificates, being awarded highly competitive federal and state grants, incorporation of distance education course delivery (including online and hybrid), partnering with Head Start and four-year universities, and strong leadership of a complex program. Recommendations included completing the cycle of assessment and program improvement, continuing to support Family Life courses for community parents, and improving student reporting of placement data upon graduation. (The ECE program currently has no method to track or assess graduates success in ECE employment or in transfer degree programs. Establishing this ability is a program goal for the next five years.) Both ECE and EDUC programs have been and continue to be highly integrated with the college and local community and college goals by: offering two general education distribution courses in the culture distribution category for academic transfer students; mentoring and advising future teachers from any college degree program; creating educational opportunities for underserved communities; providing faculty advising and/or input in ECE community focused organizations; establishing an Integrated Basic Skills (IBEST) cohort program; offering online, evening, and weekends courses for working ECE professionals; working with WA higher education programs to facilitate a seamless student transfer; encouraging faculty participation in a number of vital campus roles. Significant department-level issues for the future include: Putting a full-time, bilingual education faculty specialist on tenure track. Assessing student success in ECE after leaving Skagit through tracking of career and transfer degree progress. Electronics The Electronics Technology (ET) department began in 1963 and graduated its first class in This program was attractive to the returning Viet Nam veterans looking for a technical program commensurate with their military training. The GI Bill provided the funds and employment opportunities in the high technology world for these veterans. Computer systems and digital electronics were in their infancy, and Skagit was at the forefront in teaching these subjects. The Computer Science department is an off-shoot of the digital electronics sequence. Since these early beginnings, the department has undergone many curriculum adjustments in response to changing industry needs. Sequences like Automotive Electronics, Computer Repair, Telecommunications, and Wireless Communications Systems have been integral to the department as industry demands have been met. The ET department today consists of Electronics Technology, Electronics Engineering Technology (EET), and the new Mechatronics (MET) option. New demands in Automation, Instrumentation, Robotics, and computer controlled systems are driving the current sequences. Conversely, low demand

60 60 Skagit Valley College Self Study 2009 in Computer Repair employment led to its removal from the department. To measure program effectiveness, the Electronics Department utilizes student graduation rates, performance in certification examinations, and employment information. Although the majority of the ET graduates obtain employment within three months after graduation, there are those in the EET program who elect to continue their education and obtain their baccalaureate credentials. The first MET students will graduate in June Local employer Sierra Pacific Industries is anxiously awaiting these MET technicians. The International Society of Certified Electronics Technicians (ISCET) and the Federal Communications Commission (FCC) are the certifying bodies granting professional credentials to our graduates. All of the graduating class gained FCC licensure. Although the national standard for technician certification is 75 percent, Skagit students have consistently scored above the 95 percentile. The department s 2006 LOAP identified student credentials and licensure scores as top priority. The average student credential score was 80 percent in Attention was given to developing a rubric for the fundamental courses which would identify the weak areas in the students sequence of study. The mathematic areas of algebra and trigonometry were found to present challenges to the majority of students who had been away from a structured academic environment for a significant period. EET students enrolled in the calculus based program showed no such deficiencies. An interview process has been part of the enrollment procedure in the department and is being utilized to address mathematics success. Faculty review Math ASSET scores of prospective ET students to obtain a picture of the student s math ability. During the interview, faculty discuss ASSET scores with the student and recommend appropriate remediation. The department provides math anxiety intervention to those students who have been identified as being challenged in this area. We have found that peer tutors, directed by faculty, provide the best assistance to these individuals. ET is dedicated to providing our industry partners with qualified and well- trained employees. To this end, we will: continuously assess program outcomes; work with our advisory committee to effectively meet student and employer needs; promote student success by addressing alternate program delivery methods; provide for unique and significant student learning styles; articulate courses with local high schools; and emphasize general education goals in the areas of math, science, and technology. English and Literature English and literature faculty provide instruction in composition and literature both on ground and online. Composition instruction includes developmental courses, college-level composition, and technical and creative writing. Literature instruction includes introductory courses in literature, fiction, poetry, and film, and surveys in American and world literature. Children s literature and Mejicano/ Chicano literature in translation have recently been added. A significant number of these courses are offered in integrative pairings with courses in other disciplines. MVC faculty operate within the Social Sciences/ English Division; WIC faculty are under the aegis of the Department of Communication, which also supervises Communications courses. Composition courses at the smaller centers are taught by faculty with the support of their MVC and WIC colleagues. Studies include a pilot and a complete assessment (2001 and 2004) of student mastery of thesis, development, and fundamentals in English 101; the 2004 study assessed the effectiveness of placement into that course via testing or the developmental sequence. A 2007 pilot assessed student use of research in English 103, and a second study analyzed persistence of students in the developmental English sequence. A 2000 study measured ethno-relativity, critical thinking, and writing acumen among students in English 97, 99, 101, and 104. Quarterly

61 Educational Program and its Effectiveness 61 surveys measure students perceptions of the value of integrated English courses. English 101 pilot assessment (2001; n= 48) revealed widely divergent approaches among faculty to evaluating student writing. We were divided on the role of personal voice in academic essays and on the relative importance of structure and mastery of subject matter. English 101 assessment (2004; n=60) showed fewer than half of the students met all three standards. Their course grades, with the exception of those receiving A s, did not correlate with their demonstration of essay structure and fundamentals. Students who had received B s and C s in 101 met the standards at the same rate. The 2004 assessment suggested no correlation between ASSET placement scores and 101 grades. It provided no significant information vis-à-vis the success of progression through the developmental sequence (English 97 and 99) and success in college-level composition. English 103 pilot assessment of 2007 (n=52) determined adequate skills in concrete thinking, i.e. identifying appropriate sources and citations. However, it also revealed shortcomings in higher-order thinking, such as thesis development, synthesizing sources, and drawing conclusions logically from evidence presented. A close study of one cohort of students enrolled in ENGL 97 (n=27) found that fewer than half went on to ENGL 99, and more than half left the college within two quarters. This was true even for students who had qualified to go on to the next class. This suggests that students in developmental classes are in a fragile situation with regard to their education and that the college and the department would do well to investigate ways to connect them to the academic community. The 2000 analysis (n=250) showed a correlation between course level and students mastery of writing as well as a correlation between students ethno-relativity and their critical thinking and the level of writing course. Students who had taken composition in integrated courses were significantly more ethno-relative and more likely to be better critical thinkers than those who took stand-alone composition. Between Winter 2001 and Spring 2007, in quarterly surveys of their perception of the value of writing links (n=2949), 74% of students rate the experience valuable and the second discipline useful for providing topics for essays. A 2007 Western Washington University study of Skagit transfer students reports that, while some felt that their English courses overly emphasized grammar and punctuation, most felt that the courses, including links, were useful in their studies at Skagit and in preparing them for research and writing analytical papers at Western. Students believed that English links challenged them to think and write analytically, that English was more interesting linked to a discipline, and that group work helped to prepare them for assignments at WWU. There are some aspects of the focus group results that warrant additional conversations at the department level for program improvement purposes. In issues of staffing, of 66 sections of college-level composition taught Fall, Winter and Spring , 48 (73%) were taught by adjunct instructors. In the same period, adjuncts taught 22 of 27 sections of English 99 (81%). This high level of adjunct staffing indicates a need to increase full-time faculty hiring; relying on adjuncts to teach core composition courses creates difficulty in coordinating district curriculum and pedagogical practices. Hiring and retaining faculty members who are uniquely capable of serving the cultural diversity of our student population is also a concern. Each assessment raises questions about how to measure students skills, curriculum effectiveness, and consistency across sections of a course offering. We need to develop ourselves as evaluators of interdisciplinary writing and to refine assessments. Nevertheless, recent studies do suggest student gains in critical thinking, ethno-\relativity, and possibly control of their writing. Students perceptions of taking composition in a Learning Community indicate these courses reinforce learning in other

62 62 Skagit Valley College Self Study 2009 disciplines. The convergence of multiple assessments indicates gains in general education outcomes like diversity and critical thinking. We need to further assess English 97 and 99 to address the progression of students to college composition. As part of this, in we plan to address the successful transition of ESL and AESL students into the composition series. As an intervention strategy for supporting at-risk students, we have increased the number of developmental Learning Communities that combine English 97 and 99 and are studying student retention, persistence, and success in those. Another priority is an analysis of online offerings; we have not yet adequately assessed the efficacy of online delivery of writing courses. Finally, because our literature offerings no longer match newly revised literature offerings and major prerequisites at Washington four-year schools, we reviewed and revised these courses fall of Environmental Conservation The Environmental Conservation program (ENVC) was established in 1992 as a new ATA degree. Initially, the program had two tracks, the aquaticterrestrial and the marine. During , a transfer agreement with College of Forest Resources at University of Washington and a GIS certificate were established. The four-year transfer option was expanded through an agreement with the Department of Natural Resources at the University of Idaho. In 2001, the Parks Program was put on inactive status, and, since we shared several courses, there was a significant negative impact on ENVC FTEs. The following year a PARKS track was established within ENVC. Currently, the program is housed in modest facilities with adequate equipment and budget. Staff consists of one full-time tenured faculty member, one full-time adjunct faculty, and two part-time adjuncts. The program has an assistant working half-time, and a student helper is usually assisting with laboratory logistics. ENVC supports communication studies, math, biology, earth sciences, and English. Expanded interactions with the sciences are expected once we are jointly housed in the new science and allied health building scheduled for completion in ENVC also interacts with Skagit s Park Law Enforcement Academy (PLEA) through the PARKS track. However, PLEA has also launched a parks track with a different emphasis. The program has strong ties to the library and its staff. Annual library orientations are held for all program students. Throughout the two-year period, students are required to perform several research projects that involve the use of library resources electronic as well as paper. Program outcomes are to graduate students that are capable of obtaining employment within the natural resource fields or to successfully transfer to a fouryear institution. For the past five years, 50-60% of graduating students find employment in the field. An additional % transfer to a four-year institution where they are very successful. Their success is encouraged through high teaching standards with a demanding and highly relevant curriculum. This curriculum is continuously updated in response to feedback from an active advisory committee, annual meetings with the Northwest Natural Resource Instructors group, the Curriculum for the Bioregion (the department chair is a steering committee member), curriculum development for Water on the Web, and through numerous curriculum development activities funded through state grants. ENVC students are mostly white with a 50/50 male/female ratio. The age of program students range from years with the average age being years. This profile has lead to an increase in recruiting efforts of high school students as well as Hispanic and First Nations people, which are significant groups in Skagit County. Student learning outcomes are clearly defined for all program students. They receive a program manual with specific program outcomes and expectations, a general education guideline, as well as detailed syllabi for each course that outlines Gen Ed outcomes. The program specific learning outcomes are assessed through traditional written tests, written reports, oral presentations, group work, and practicums. The testing is designed to simulate best work performance within the natural resource sectors.

63 Educational Program and its Effectiveness 63 In addition, an assessment of a student s ability to understand and integrate socio-economic issues into natural resource management decisions and draw logical conclusions showed that most students were able to include most of the issues. The LOAP resulted in a strengthening of the curriculum in that area through changes in directly communicating expectations to students through written handouts and specific assignments. An assessment of student literacy demonstrated a high degree of success with no changes necessary. When program students were assessed for their ability to communicate and use appropriate technology, it was clear that the curriculum should be strengthened. Following the LOAP, curriculum changes included greater student exposure to a more direct use of PowerPoint presentations individually and in groups. As a result of group work, students are now required to communicate electronically and use Track Changes in documents and presentations. Current evaluation of written communication has resulted in a change in program scheduling of technical writing. Present outcomes assessments are to evaluate the effectiveness of the general education learning values and outcomes. ENVC is a valuable asset to Skagit by providing students with the most current academic knowledge in ecology and environmental science thereby addressing college issues of sustainability. The program uses innovative teaching techniques such as the development of a conceptual salmon model for the Skagit River, which students can access through the college s website. Through the development of a hybrid program format, new materials have been developed for the elearning portion. Fine and Performing Arts The fine and performing arts include Music, Visual Arts and Drama. These programs seek to foster: creative and critical thinking in each discipline including knowledge of concepts, terms and facts; the skills necessary to use the creative process to complete a work of art; and the power of the arts to communicate both cognitively and affectively leading to a greater understanding of self in the world. The Fine and Performing Arts program has been and continues to be highly integrated into the academic and cultural life of the college and the community. Core arts courses are an integral part of the college s general education program. The scope of these courses have been broadened through learning communities and links that have combined the arts with courses in the sciences, social sciences, mathematics, and English composition. In addition, the inclusion of online learning communities and arts courses have increased student arts enrollment and made learning more accessible. One outgrowth of online instruction is that students learn valuable technology that they can put to use in other settings. The collection of assessment data from online classes demonstrates that students attitudes toward art develop sophistication throughout these courses. These courses also seem to provide a method by which students, who are intimidated by art, can achieve measurable learning. The fine and performing arts programs serve three college constituents: those students who come to the college with the intention of studying the arts as a potential profession; those who have their first experience with the arts as a student here (many see or participate in their first play or musical performance or participate in their first exhibition); and those whose aim is to gain further knowledge or experience. One of the most important ways that these three populations are served is by interacting with professional artists, musicians, and theatre artists through workshops, performances and gallery exhibitions. Outreach activities by program faculty and students are essential to the recruitment and retention of arts students. Activities include K-12 visits, adjudication of festivals, exhibitions, and contests, campus and community workshops, professional exhibitions and performances, Art Stroll, and ArtSphere, a high school festival.

64 64 Skagit Valley College Self Study 2009 Significant changes since the last accreditation include: Addition of Associate degrees in Visual Arts and Music and a Drama academic emphasis. This has not only increased enrollment but fostered stronger cross-campus collaboration. Enrollments in the Visual Arts and Music degree programs have more than doubled since their inception (from 3 to 13 in Visual Arts and 7 to 29 in Music). All students who have chosen to transfer to universities or conservatories have done so successfully. The first Music majors are now employed in their chosen fields. New technologies to enhance student learning. A new computer laboratory and data bases have given students access to data and images worldwide and provide new opportunities for digital art projects and a deeper understanding of music theory and composition. McIntyre Hall provides the opportunity for Drama students to train on leading edge technical equipment. Actors and musical performers also have the opportunity to perform in a world class facility. This has also lead to the reorganization of campus technical production support. Global experiences have become an important part of arts education. Programs have included travel to Greece, Italy, Spain, Portugal and France. Coordination has occurred with faulty in China and Japan so that our students could participate in global course work and projects. Students have participated in both musical and theatrical performances in New York City. Learning into action projects and internships have provided students with professional and on-site learning opportunities. These types of experiences provide a practical means for assessing student learning. Journals, notebooks and self-evaluations by students along with assessments by professionals and supervisors attest to student success in this area. Significant challenges for the future include: the hiring of a full-time tenure track faculty in Visual Arts at the Whidbey campus the hiring of support staff support for a theatre arts program on the Whidbey campus facilities renovation for both campuses support for the Mac lab and Mac computers across the district. Fire Protection Technology The Fire Protection Technology program (FIRE) began in For the first five years of operation, the program was closely associated with local volunteer firefighters and participated in their academies as credit courses. Many of its graduates continue to serve as volunteer firefighters today, with others having gained jobs as career firefighters. In 2000, the program changed its focus to prepare students to compete for careers in the fire service, be successful in comprehensive probationary programs, and enjoy long and successful fire service careers. As part of this effort, professional development courses were eliminated, and preparatory courses were added or enhanced. FIRE also made significant investments in training resources and changed its program delivery model to one more closely aligned with industry standards. To promote greater professionalism, the program now requires FIRE students to wear a uniform and follow a student code based on career firefighters tasks, performance, and behaviors. Students practice self leadership and learn key traits of effective teams. These attributes also support Skagit s goals of learning excellence, student success, civic responsibility, and diversity. The FIRE department relies on the PE and Criminal Justice (CJ) departments for some required courses. FIRE provides training to the Diesel Technology, Truck Driver Training, and Culinary departments, offers courses for the Parks Law Enforcement Academy (PLEA) and Criminal Justice programs, and provides decontamination services to the Basic Law Enforcement Reserve Academy and PLEA. Important criteria for evaluating program effectiveness are enrollments, student success on industry

65 Educational Program and its Effectiveness 65 certifications, probationary/internship performance, and post-graduate employment. Program enrollment has more than doubled in the past seven years. In 2000, 22 students were enrolled; currently, the program has grown to serve 50 students. FIRE students do very well on state and national entry-level certifications, with over 90% passing scores for Firefighter I, HazMat First Responder, and EMT-B exams. Probationary students are evaluated by HazMat First Responder Operations certification success, Fire Company Leadership scores, and performance on a required internship. HazMat Operations certification success has fluctuated between 45 and 83%, while average Leadership scores have been 85%. Of twelve students completing fire department internships in , ten continue serving as volunteer, paid-on-call, and part-time firefighters with their organizations. The program fosters relationships with fire agencies that result in long-term student placements. Despite this close cooperation, entry-level employment is a highly competitive process for FIRE graduates, with hundreds and sometimes thousands of applicants competing for a position. Typically, only 1-2% of all firefighter candidates gain appointment. Of 24% FIRE graduates contacted, 71% are working as career firefighters in Skagit, Whatcom, and Island counties. We are working to improve graduates placement by providing additional job testing preparatory efforts and building stronger fire department alliances. We are also developing resident intern opportunities that will result in FIRE students living in and responding from a fire station and working alongside career firefighters. Future challenges include: further transformation of firefighter skills courses into aggressive, academy-based training, followed by skills maintenance labs; full integration of Washington State certification testing programs; introduction of live-fire training on campus; closer partnering with fire departments for enhanced student experience. Health & Fitness Technician The Health and Fitness Technician (HFT) program began winter quarter This is a certificate program that can be completed in one year of fulltime study. Students gain the knowledge and skills necessary to be successful at entry-level positions in the fitness industry. Program objectives for the HFT Program include the following: students completing the program will pass an accredited national certification exam in personal training and/or group fitness instruction given by the American College of Sports Medicine (ACSM), the American Council on Exercise (ACE), the National Strength and Conditioning Association (NSCA), or the Aerobics and Fitness Association of America (AFAA); students completing the program will gain employment in the fitness industry, utilizing the knowledge, skills, and abilities learned in school. To evaluate program success, data will be collected from three sources: pass rate of graduates sitting for a national certification exams in either personal training or group fitness instruction from the previously listed organizations; feedback from site supervisors regarding students cooperative education experience; HFT students job placement results in the fitness industry. Since HFT is a new program, there is limited evidence to assess program success. In its first year of existence, the HFT program served five students seeking certificates as well as others taking classes out of general interest. At the beginning of the second year, nine of the 11 students enrolled in the entry-level course HFT 100 have indicated their intent to pursue a HFT certificate. So far, one student

66 66 Skagit Valley College Self Study 2009 has received an HFT certificate, three students have taken and passed both the ACE Personal Trainer Exam and the ACE Group Fitness Instructor Exam, and two students are currently employed in the fitness industry. Feedback from cooperative education site supervisors has been positive: HFT students are consistently ranked as Exceeding Expectations and Above Average on the supervisor evaluation forms. The limited evidence gathered to date demonstrates that students that have completed or nearly completed the HFT curriculum will pass the national certification exams for Personal Trainers and Group Fitness Instructors. More evidence is needed to fully substantiate the effectiveness of the HFT Program. As the program grows, collection of data for assessment of program objectives will be a priority. The HFT program contributes to the values and goals of the college by increasing opportunities for students and providing quality instruction. The HFT instructor also partners with community members on HFT Program Advisory Board to enhance program capacity and effectively and efficiently meet community/employer and student needs. Human Services The Human Services (HSERV) program prepares students for entry-level employment in a wide range of human service agencies. Program graduates find employment as chemical dependency professionals, case managers, residential treatment staff, and community outreach workers. HSERV offers a core of courses required for the ATA degree with either a Generalist or Chemical Dependency emphasis. All HSERV students participate in community agency practicums which provide important job experience to prepare them for professional employment in their field. Significant department developments during the past ten years include: relocation to the Nelson Building to consolidate classrooms and offices in a single up-dated facility; classroom upgrades of multi-media facilities and online internet resources; implementation of online and hybrid classes, with Blackboard course management software used to support all HSERV courses; a new certificate to prepare students for the Washington State Licensed Chemical Dependency Professional exam; increased community involvement through an expanded range of practicum sites and greater collaboration with school, government, and agency partners. Ensuring HSERV graduates employability remains a central department objective. Curriculum/course relevance, maintaining close working relationships with community agencies, and establishing high performance standards for students are the means for achieving this objective. Course content increasingly reflects industry accepted best practice models and innovative service delivery paradigms. Data collected on our most recent graduates (2006) reflect a virtual 100% student placement rate in either full-time employment or transfer to a fouryear educational institution. Further evidence for the quality of our students and educational program is that student intern requests usually exceed the number of available HSERV students. In fall 2007, for example, we had to turn down requests for additional practicum students from the Division of Children and Family Services (DSHS), the Skagit County Community Action Agency, and Pioneer Center North. The two full-time faculty and adjunct instructors continue to focus on integration of Gen Ed learning values and outcomes within the HSERV curriculum. In support of integration and application, we have developed a comprehensive HSERV manual to address competency, risk/protective factors, the recovery model, diversity, ethics, and critical thinking. This manual also helps to ensure consistency in student outcomes and practicum performance. For example, in fall 2007, all HSERV 203 Counseling students are required to prepare a professional portfolio based upon the topic areas in the manual. HSERV students take advantage of a variety of

67 Educational Program and its Effectiveness 67 supplemental educational opportunities, including participation in the HSERV Club and educational workshops (e.g., HIV/AIDS certification and attendance at several annual conferences). HSERV recognizes the importance of community involvement: instructors serve on many community and advisory boards, including Skagit County Mental Health, Mount Vernon Community Wellness Council, Washington Vocational Services Advisory Committee, Northwest Consortium of Chemical Dependency Educators, and Skagit County United Way. The HSERV department maintains its own active advisory committee, with members communicating regularly online as well as in meetings. HSERV, in collaboration with six other Skagit departments, has also implemented a program for at-risk high school youth to expose them higher education opportunities. In , HSERV began a student self-analysis of critical thinking, communication and research skills. Results of first-year pre- and post-assessment reflect the identification of significant initial learning needs and progress in the accomplishment of objectives by end of the first quarter. Findings from this ongoing project have resulted in increased emphasis on composition, research methods, and collaboration with library staff. Learning Center The MVC Learning Center (LC) serves a variety of at-risk student by offering developmental courses in English, mathematics, and reading which provide basic foundations for both academic and professional-technical areas. Counselors from TRIO, Student Disability Services, Work First, and other groups/ agencies frequently refer students to us. We also coordinate closely with the English and mathematics departments, who also offer developmental courses. Our English and math courses are uniquely selfpaced and individually arranged; students may enroll through mid-quarter with instructor permission. Since many students have a history of failure, fear, and negativity with previous classes, we have found that initial testing is an unproductive course placement method. Instead, we arrange a private entry interview to encourage hope, help allay any fears, and decide initial placement. In addition to self-paced instruction, the LC also offers developmental and college-level reading classes at scheduled times, often in a learning community format. Reading has been taught with several content areas, such as biology, history, art, writing, and, most recently, math. Because the majority of students in individually arranged classes work on math, we identified a program objective to assess foundational math students readiness for pre-algebra courses. Specifically, we tracked Math 80, 81, 82, or 87 students who enrolled in Math 96, 97 or 100 from fall 2002 to spring Over this two-year period, 51% (N 31) of these students received a grade of C or higher in pre-algebra courses. Starting in 2005, READ 97 (developmental reading) has been offered with MATH 96 (pre-algebra) as a learning community each fall. Surveys and student comments indicate that students perceive and appreciate benefits from taking these two classes together. Although the number of students passing MATH 96 in the learning community format did not increase, the number of students earning A s and B s did significantly increase both years. In , a small study compared learning outcomes for three sections of ENGL 97 (developmental grammar) taught in a stand-alone format with three sections of ENGL 97 paired with READ 97 as a learning community. Reading pre- and posttests showed that while all six sections of ENGL 97 students showed improvement, the benefits for the learning community students were significant for all factors except one. Furthermore, the learning community students post-test scores were higher. While the dataset is small, the findings support the hypothesis that developmental learning communities combining reading and English significantly increase student knowledge and skills in several major reading skills areas. Future assessment efforts will focus on: continuation of the previously-mentioned math readiness study on a quarterly basis;

68 68 Skagit Valley College Self Study 2009 collecting data similar to the math readiness study to determine the effectiveness of ENGL 92 (basic writing foundation) as a preparation for ENGL 97; analysis of additional raw data for the ENGL 97/READ 97 learning community study and inclusion of these results increase the original study s reliability; development of a tool to assess student preand post-metacognition with respect to all of our individualized course offerings; further assessment of the value of connecting developmental reading with developmental math. Over the last two years, we have increased the number of developmental learning communities that combine READ 97 with another course and would like to examine student persistence, pretension, and success in those courses. We are especially interested in assessing learning communities that combine developmental reading and math since we have discovered that math difficulties often stem from lack of reading comprehension. Specifically, we would like to determine how to increase the number of students who pass the math class. Learning Into Action and Cooperative Education Learning into Action (LIA) is a requirement for the various academic transfer degrees and Cooperative Education (Co-op) is a requirement for professionaltechnical degrees. At the MVC, the LIA and Co-op programs are administered by the Career Services office, staffed by three full-time employees. At the WIC, LIA and Co-op are administered by a part-time staff member, while at the Friday Harbor and South Whidbey Centers, these programs are administered by the site directors. All these staff members work collaboratively with faculty and students to develop and monitor student performance. The MVC LIA and Co-op coordinators use grading matrices and/or rubrics for mid-term and final analytical/summary papers. Weekly reflective journals, final self-evaluation, and the learning contract are used to evaluate how well students achieved individual contract objectives and general education learning outcomes. Co-op students also receive a site supervisor evaluation on workplace performance, which is factored into the overall performance assessment (LIA evaluations may include a supervisor/site-evaluation if appropriate). The self-evaluation form and grading matrix questions directly address program objectives from course syllabi, including general education learning outcomes. The assessment of learning by other faculty sponsors varies, depending on the type of project and criteria established between faculty and student. A key objective for these two courses is having students make the connection between classroom learning to out-of-classroom projects. A MVC 2004 study of students ability to articulate this connection showed that of 50 LIA student packets, each with two to four written products, 92% of students articulated this connection. A sample of 50 Co-op packets showed 84% success. In a WIC study of LIA students, 80% articulated the application of previous classroom learning to their projects. In 2006, the MVC LIA coordinator developed tools for assisting and assessing students competency for three Gen Ed learning outcomes. A rubric designed to measure students competency was pilot tested, then applied to written products from 30 LIA projects. Of three skill levels (competent, developing, and emerging), 80% of those assessed demonstrated at the highest level. No student fell in the lowest skill level. Also in , the MVC Co-op coordinator implemented a scoring matrix, APA guidelines and writing samples to assist students in reaching Gen Ed writing objectives. Baseline performance for the previous year was compared to midterm and final writing scores after implementation: on average, students scores increased by 8.7%. Recommendations for further assessment include: E xpanded use of LIA and Co-op assessment tools by faculty sponsors to determine their usefulness or needed changes. While pilot results reveal most students are competent in achieving the Gen Ed outcomes, further pro-

69 Educational Program and its Effectiveness 69 gram development and assessment is needed to increase performance above pilot baselines. Increased faculty involvement in planning, implementation and evaluation of LIA projects that integrate multiple disciplines/perspectives. This could lead to richer LIA learning experiences and clearer measures and achievement of Gen Ed learning outcomes. Marine Maintenance Technology Marine Maintenance Technology (MT) provides marine trades skills training in two major areas of employment, production/one-off boatbuilding and repair maintenance. MT began over 30 years ago as a high-school-based program serving Skagit and Island counties; it soon transformed into its present format, a college technical program serving high school graduates, displaced workers, and people seeking enrichment activities to enhance their boating pleasure. MT is accredited by the American Boat and Yacht Council (ABYC) as one of their U.S. regional electrical marine training centers. MT offers degreeseeking students and incumbent marine trades workers an ABYC-approved marine electrical technician certification course several times a year and also provides specialized composite training workshops in vacuum infusion process and resin transfer methods. In addition to two full-time instructors, the program employs adjunct faculty to provide weekend ABYC marine electrical training. Skagit is a lead partner in the new Marine Technology Skills Center, scheduled to open in 2010 in Anacortes, WA. This regional Center will serve the workforce needs of the northwest maritime industry and be part of the ABYC s Marine Federation. As our articulation with ABYC grows with the Center s opening, the MT program plans to offer additional ABYC training certifications in marine gasoline and diesel engine installation, marine vessel systems, and composite materials. To measure program effectiveness, MT depends heavily on student placement data, a strong program advisory committee, Northwest Marine Trades Association feedback, and MT student assessment. Co-operative work experience placements show that more than 80% of MT students transition into full-time employment. Although virtually all MT graduates find work in the industry, and many become independent contractors, we find that those who fail to graduate leave the program due to attractive employment offers prior to graduation. Additionally, a variable number of non-degree students enroll in selected courses as an enrichment activity. Recently, we have found that more MT degree students are electing to postpone ABYC Marine Electrical Certification until they become employed, when they will avail themselves of employer sponsored training through Skagit. The recently completed survey Washington State Marine Industry Employment and Compensation: Manufacturers and Repairers (sponsored by the Marine Manufacturing Center of Excellence and conducted by WA Social & Economic Sciences Research Center-Puget Sound Division) has also assisted the MT program with information on how to better serve the needs of the marine trades industries. MT supports the stated goals of the institution in a number of ways, including: adapting and developing plans to effectively meet student and employer needs through our advisory committee; promoting student success by remaining flexible and accessible with our cooperative education program; articulating MT courses with local high schools via Tech Prep. Skagit Valley College and Anacortes High School Marine Technology classes parallel their introduction to the Marine Trades in anticipation of students entering the trades; supporting Gen. Ed. goals in the areas of math, science, and technology, along with student government programs; c ollaborating with the diesel and automotive programs by sharing training aides;

70 70 Skagit Valley College Self Study 2009 providing community service through vessel maintenance for Camp Lutherwood (a nonprofit youth organization). The Northwest Center of Excellence for Marine Manufacturing & Technology (COE) is also located at the Whidbey Island Campus. Established in 2004 through a competitive process within the community and technical college system, the COE: Supports a statewide alliance of private industry, education, economic, and workforce development professionals. The Center s mission is to increase the competitiveness of the boat and ship building, repair, and refit industries of Washington State. Serves as the hub for innovation and education. The Center helps to highlight and share best practices related to industry trends and emerging technologies fostering economic vitality through leadership and collaboration with state, national, and international partners. Is dedicated to building a world-renowned marine industry through training and curriculum that can be shared throughout the community and technical college system, to developing a highly skilled workforce, and to continually improving processes and practices through outreach and collaboration. Accomplishments and projects to date include: Conducting DACUM studies for marine electrical and marine carpentry. Developing specialized training opportunities, including incumbent employee training in ABYC Marine Electrical. Participating in the Marine League of Schools. Creating a website, establishing an advisory board, and conducting outreach with K-12 and the community. Conducting a statewide wage and benefit survey for the production and repair/refit sides of the industry. Actively seeking new opportunities for partnerships with Marine Industry Technical Training Council, National Marine Electronics Association, and American Composites Manufacturing Association. Developing a youth outreach DVD in partnership with Edmonds Community College, PrepWork at Skagit Valley College, TechPrep Consortium at Everett Community College, NW Workforce Council, and Snohomish Workforce Development Council. The COE works closely with and supports the Marine Technology Program at the College. The COE is and will continue to work collaboratively with the new Skills Center as both a resource and partner, when appropriate. As part of the goal to build partnerships and interaction with industry experts, planning is underway for a statewide conference focusing on boat and ship building, repair and refit, and a joint project with a number of private and public partners. The COE will also host a Marine Trades Career Day designed to bring K-12 students, community members, and industry together. Mathematics Over the past ten years the Mathematics Department has experienced significant changes. Among the most prominent of these are: the tremendous growth in online mathematics classes; creation of a new Algebra class (Math 98) to address the weakness in student success through the Algebra sequence and adoption of a district-wide book for Math 97-99; an increase in the number of developmental math classes offered as part of learning communities; revision of the mathematics placement scores and modifications of the mathematics prerequisites in other departments to more accurately reflect changes to the mathematics curriculum; creation of Mathematics Centers on both campuses; reorganization and consolidation of the Mount Vernon mathematics department;

71 Educational Program and its Effectiveness 71 development of hybrid mathematics classes that blend elearning technologies and the traditional lecture format, as well as more infusion of technology into all the mathematics classes. The MyMathLab tutorials and assessment provide quick feedback for student users. With these changes, we now utilize all four of the most important quality improvement techniques in the Pew projects. We attribute improvement in student performance in the pre-algebra-algebra Math Sequence (MATH 96-99) as a result of the changes listed above. For all delivery modes, the overall GPA for this sequence increased 7.6% from (from 2.29 to 2.46). For online/elearning delivery, the overall GPA increase was significantly greater, 22.6% (from 1.95 to 2.39) This follows the trend of the past decade, where the overall online/elearning pass rate in Math has improved from 39.5 to 75%. We have also found that since the creation of Math 98/Beginning Algebra in 2005, Math 96- Math 99 pass rates have increased an average of 5%. In 2005, we examined results from 20 projects of the Pew Grant Program in Course Redesign. Four of the most important quality improvement techniques in these projects included: 1. continuous assessment and feedback 2. increased interaction among students 3. online tutorials 4. undergraduate learning assistants. Many of these mathematics projects incorporated the use of online tutorials to improve quality; the most commonly used were MyMathLab and ALEKS. Based on this research, we decided to use MyMathLab to complement our algebra course offerings. With the help of the new Math Centers, the use of technology in our algebra sequence is now standard. At the Centers, students on both campuses have a place to work together with help from math tutors. Table 2.8: Survey questions The mathematics department has established five program objectives: mathematical accuracy, critical thinking, communication, appreciation for the usefulness of mathematics applications in the real world, and appreciation for the beauty of mathematics. Results for objectives 1-3 are based on a faculty developed and administered exit survey; of the 32 students who answered the exit question, 27 passed the class with a C or better. Of those, the results in Table 2.7 (below) were observed. Results for objectives 4-5 from sections of Math 107 and 108 indicate improved student appreciation for mathematics. Two survey questions and responses are included in Table 2.8 below. Significant department issues for the future include: improving student success with the expansion of online/elearning math education; developing and maintaining a drop-in testing center to service all online classes, including Math; Table 2.7: Student Ratings of Objectives 1-3 Overall Avg. (5.00 max) At least 4.00 At least 3.00 Mathematical accuracy Critical thinking Communication Since starting my math courses at SVC my appreciation for how mathematics is used in the real world is: A B C D E I m less optimistic about how math is related to real life I m amazed at how much math is used around me. 10. My SVC math courses have helped me to appreciate the beauty of mathematics: Not at all. 8 7 A great deal.

72 72 Skagit Valley College Self Study 2009 providing significant technical and budgetary support for the campus Math centers, which will play an increasingly important role in student success; faculty access to and training in quicklychanging technologies for math instruction and the concomitant budgetary resources and technical support to make this training successful. Medical Assistant The Medical Assistant program began in 1995 with 15 certificate students. In response to strong community need, the program has grown to serve 103 FTE students. Curriculum offerings include a Medical Assistant Associate of Technical Arts (ATA) degree and seven certificate options sharing a common core curriculum: Medical Assistant, Medical Front Office, Medical Billing and Coding, Medical Transcriptionist Specialist, Dialysis Technician, Pharmacy Technician, and Phlebotomy Assistant (Technician). Our program received initial accreditation by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) in 2000; our program was re-accredited in 2007 for the maximum ten-year period. Currently, we have been participating in planning for the new Science and Allied Health building that will include our program. We have expanded course offerings to include online as well as campus-based classes and offer both part- and full-time schedules to meet the needs of working adults and those employed in the field who want to upgrade their skills. Our articulation agreement with Mount Vernon High School benefits high school students who plan on future enrollment in our program. In cooperation with other departments, we have developed focused certificates for special populations, such as those who speak English as a second language. To determine program effectiveness and the currency of our curriculum, we rely on two main sources: 1) annual reporting requirements for the American Association of Medical Assistants (AAMA) and the CAAHEP, which include surveys of graduates, clinical externship sites, and employers, and 2) students scores on the national Medical Assistant and Washington State Pharmacy Technician qualifying exams. These exams provide a basis for comparing how our graduates perform in basic clinical, administrative, and general skills. The results from both sources guide our program management in a number of areas, including textbook selection, purchase of supplies and equipment, curriculum revision, appropriateness of evaluation tools, and in conjunction with general education outcomes, development of our annual LOAP. Our analysis of collected data reveals the following: Medical Assistant graduates achieve a higher composite standard score in the national certification examination as compared to the average standard composite score for all candidates; Pharmacy Technician graduates have a 100% pass rate on the WA State exam; A high percentage of our medical and pharmacy technician graduates obtain employment immediately following graduation; We meet the educational standards of our professional medical assistant association as evidenced by being granted reaccreditation for 10 years; Employer surveys are positive concerning the training of our medical assistants; Our competency-based class evaluation forms have been modified to meet CAAHEP criteria; We need to continue to develop appropriate online/elearning classes. The Medical Assistant Department supports the stated goals of the college by: continuing to grow to meet the demands of students and our community assessing and utilizing program outcomes to increase effectiveness encouraging student success by flexibility in scheduling of classes and entrance and exit points to meet the needs of students m eeting or exceeding the requirement for accreditation by CAAHEP and the AAMA

73 Educational Program and its Effectiveness 73 cooperating with other college departments or programs to develop classes and/or educational opportunities to serve underserved persons in our community. Multimedia & Interactive Technology Department Multimedia & Interactive Technology instruction began under the Computer Information Systems Department in 1997 with the introduction of a Web design class. The following year a Photoshop class was added and by 2000, Multimedia & Interactive Technology (MIT) achieved departmental status. At the onset, the program encompassed all forms of digital media. Over time, the focus of the program shifted to Web design and development. The skills students acquire from MIT courses prepare them for initial employment in the field, while also assisting students seeking retraining or personal enhancement. OFTEC, BMT, CIS and ENVC students also enroll in MIT courses to assist them in career preparation. Significant changes in the past ten years include: adaptation to a rapidly changing industry and associated technology; movement from a traditional classroom delivery format to online delivery; availability of technology and software needed to complete the program for all campuses and centers across the district; ongoing changes to certificate and degree offerings as the needs of industry and abilities of students have evolved; addition of new courses to meet industry demands and market the program as innovative and contemporary; with grant funding and assistance of other college staff, MIT faculty development of a program marketing plan which included a new program brochure, updated department Web site, and a marketing DVD which includes samples of student work. Course cancellation data from indicated that traditional classes were being cancelled due to low enrollment while online class enrollment was high. Beginning in 2004, the MIT program moved exclusively to online delivery, which has improved program accessibility and efficiency and enabled course delivery to all campuses and centers with fewer resources. Now, all MIT courses, certificates, and degrees can be completed online, and the MIT budget provides computers, software, cameras, and other equipment for student use on all campuses and centers district wide. The MIT department has established three primary program objectives which were revised to include SVC s 2005 General Education Learning Values & Outcomes: 1. a willingness to experiment with and take initiative to learn new multimedia software and technologies; 2. the development of an aesthetic appreciation for good design; 3. the creation of a well-designed multimedia portfolio. The MIT program relies heavily on a peer critique and revision process. In addition to faculty providing feedback on student projects, students also critique each other s work. MIT Advisory Committee members have been invited to participate in this process as well, giving students a full and diverse response to their projects and portfolios. The Web Design evaluation criteria include technical design, aesthetics, organization, content, and communication. Grades across all MIT courses over the past seven years indicate that 71% of the students pass the courses in which they enroll, 7% fail, and 22% stop attending or withdraw. Program completion rates are high and have improved over the past five years, indicating that students persist through the program to earn certificates and degrees. Recent placement data for our graduates indicates that employment in the field has risen by 39%, and the maximum hourly wage has increased by 58%. This has occurred despite an industry downturn, challenging labor

74 74 Skagit Valley College Self Study 2009 markets, and lack of agency funding for students interested in the program. MIT completed a program review during and was commended for its quick response to changes in labor market trends through the modification of program delivery and an increase in program degrees and certificates signaling an increase in retention of majors. It was also commended for being an efficient program that serves the entire district and shares resources: faculty often teach multiple classes clustered together to create a section to ensure that course loads are met, class cancellations are minimized, and resources are efficiently allocated. To address recommendations from the program review, MIT faculty have worked closely with advisory committee members, community leaders, and others to increase the number of cooperative education and job opportunities available for students and student graduates. The MIT program has made rapid adjustments as the industry evolves and demand for talent within the industry changes. The MIT department has established and continues to maintain tech prep articulation agreements with local area high schools and will continue marketing the program through new high school course offerings, collaborative efforts with other campus departments, work of its dedicated advisory committee, and maintaining quality in its faculty, curricula, and technology. Nursing Skagit has offered Nursing programs on both campuses since In fall 2006, the National League for Nursing Accrediting Commission granted our program full eight-year accreditation. This program is also approved by the Washington State Nursing Care Quality Assurance Commission. The current Registered Nurse program consists of six quarters of nursing at the Mount Vernon campus. At the end of the first three quarters, students may elect to take additional courses in preparation for a practical nursing certificate and the National Council Licensure Examination for Practical Nurses. Students who successfully complete the second three quarters receive an ATA degree in nursing and are eligible to take the NCLEX-RN examination. The program also offers a degree completion option for practical nurses wanting to obtain an ATA degree and become eligible for RN licensure. In June 2006, Skagit closed its satellite nursing program at Whatcom Community College when Whatcom was approved to operate an independent Associate Degree nursing program. At that time, Skagit initiated a six-quarter LPN to RN part-time program on the WIC campus. The first class in this program will graduate in spring WIC also offers a Practical Nurse program on both a fulland part-time basis, preparing students to take the Washington State licensing exam. Both campuses also offer a Nursing Assistant program preparing students for nursing assistant certification. In 2003, the Nursing program began a significant expansion of the MV ATA RN program, doubling student enrollment from 75 to 150 students each quarter, with program entry increasing from once annually to two or three times a year. Nursing faculty have also increased accordingly; we now have ten full-time and five to six part-time faculty Despite this rapid expansion, student performance remains high: in 2007, the program had a 97% pass rate on the NCLEX-RN exam and a 93% pass rate on the NCLEX-LPN exam. With the program doubling in size, Nursing faculty recognized the need for a comprehensive evaluation tool for the clinical portion of the program, ensuring that all clinical instructors could consistently and accurately assess students clinical progression throughout the program. Clinical instruction occupies 132 hour per quarter and is a significant investment of student time and energy. With grant funding, two instructors developed such a tool, called the Clinical Competency Assessment Tool (CCAT). Based on the skills check-off list and utilizing a ranking system to identify student competency levels, instructors in every course now use this tool to evaluate students clinical performance on a daily and weekly basis, thereby helping ensure safe and proficient practice by all nursing students.

75 Educational Program and its Effectiveness 75 CCAT outcome criteria for first-year nursing students includes: 1) analyzing issues and developing questions within a discipline and 2) identifying, interpreting and evaluating pertinent data related to previous experience to reach a conclusion. Outcome criteria for second-year students includes: 1) evaluating decisions by analyzing outcomes, 2) understanding the impact of nursing actions, and 3) identifying similarities and differences in the ways in which data is collected and analyzed in different disciplines. We have collected evidence that demonstrates the CCAT provides for student assessment at competency levels ranging from most basic: needs extensive direction and assistance to most advanced: performs independently. By midterm evaluations, clinical instructors can easily view a student s progress with course-specific competencies and competency-level scores. Instructors share CCAT results with students during midterm and final evaluation meetings to provide objective feedback regarding their clinical performance. First-year course instructors assess students daily, while second-year instructors assess weekly. Final CCAT evaluations demonstrate whether a student has successfully acquired the necessary competencies to pass the clinical portion of the nursing course and also assist in comprehensive student evaluation at the end of each quarter. The CCAT is the primary rubric available to Nursing instructors to evaluate student progression in the nursing program. Based on instructor feedback, we have improved the CCAT by improving document layout and adding skills designations and critical thinking components. We plan on continuing to refine the CCAT based on Nursing advisory board, student, and program graduate input, and we will expand its use district-wide into all part-time and full-time programs. The CCAT has improved the Nursing programs objective measurement of student performance and helped us to enrich our clinical and lab components while also creating more realistic learning scenarios. The CCAT supports Skagit s student-centered mission, vision, and values and provide individualized opportunities for student growth and successful learning. Office Administration and Accounting Technologies Since the last accreditation, the Office Administration and Accounting Technologies department has undergone a number of changes. The name change from Office and Business Technology (OBT) to Office Administration and Accounting Technologies (OFTEC) was intended to make the accounting offerings of the department more visible. Because of decreasing enrollments, one fulltime faculty member was reassigned from the Whidbey Island Campus to the Mount Vernon Campus. The Mount Vernon Campus also experienced a decrease in the number of fulltime faculty, from a high of 4 to the current 3. Adjunct faculty are utilized at both campuses, and the Mount Vernon instructional technician position has been reduced from full-time to 27 hours per week. Both campuses have experienced decreasing enrollments, especially within the last three to five years. The department has added scheduling flexibility by offering more hybrid and elearning courses and has found that there are both advantages and disadvantages to this approach. Some concerns remain regarding student learning with the increase in this teaching approach. There were no major facilities changes for the Mount Vernon Campus, but the Whidbey Island Campus OFTEC department moved into Oak Hall. The OFTEC department collects assessment data from two sources: student placement reports and the departmental LOAP. The LOAP addresses three major objectives: student portfolios, general education outcomes, and cooperative education. Students graduating from the OFTEC departments are finding employment. Student placement report data for the last eight years are found in Table 2.9.

76 76 Skagit Valley College Self Study 2009 For each year, a small percentage (between 5 percent and 25 percent) of students surveyed indicated they were continuing their education and were not actively seeking employment. The department would like the placement data to be a bit higher given that there is strong employment demand for office support positions and accounting workers. Since the last accreditation self-study, the department developed OFTEC 280, a capstone course, as a way to assess program effectiveness and gather data for the LOAP. The student portfolios developed in OFTEC 280 reflect skills and accomplishments related to a career in office administration and/or accounting. The portfolio includes a collection of past work and an assessment of student skills at the end of the program of study. The quantity and quality of past work presented in the portfolios has varied greatly among the students. Formative assessments of accounting and general education knowledge and skills (communications and technology) occur in specific courses. Summative assessment occurs in OFTEC 280, where students write a reflection paper to assess their skills and relate their learning to their program-entry learning plan. The summative assessment tool used in OFTEC 280 has evolved from project-based assessments, through pretest/posttest assessments, and now consists of the reflection paper. This evolution has come about because the data collected from each tool was either cumbersome to administer or did not provide enough information for effective program changes. An analysis of the reflection papers written during the past three quarters reveals that students feel their communication, technology, and accounting skills have greatly improved as a result of their learning throughout their educational program. Data collected from the cooperative education supervisors evaluations provide evidence of students skills in the areas indicated by Table The positive comments received from employers regarding the ability of OFTEC students to handle job-specific tasks and to work effectively within an office setting is strong support for the training and curriculum offered by the department. The strengths of the programs include the following: MVC and WIC worked together to create a common sample schedule as a result of the decreasing enrollments and staffing changes. MVC has become a testing center for Microsoft Office Specialist certification based on area employment requirements. The department offers membership opportunities in the International Association of Administrative Professionals to allow students another avenue for professional development and networking opportunities. OFTEC 280, an integral part of the department s LOAP, has been updated, grading Table 2.9: Placement of OFTEC graduates Year 99-00* 00-01* MV 45% 83% 78% 100% 75% 50% 71% WIC 56% 41% 88% 67% 44% 44% 80% *Percentages include nonrespondents to placement survey. Table 2.10: Student skills Dependability Displayed Attitude Human Relations Quality of Work Skills Improvement Overall Performance Average = Exceeds Expectations, 1 = Unsatisfactory.

77 Educational Program and its Effectiveness 77 rubrics developed, and databases developed to track assessment information. Based on student feedback in OFTEC 280, a program handbook was developed to guide students through program requirements and to help prepare them for the OFTEC 280 portfolio project. Exit interviews with all graduates are now conducted at the conclusion of OFTEC 280 to gather additional program feedback. This feedback is maintained in a database and has been used to alter course delivery methods and improve scheduling flexibility. The department has worked collaboratively to provide for the training needs of other SVC professional/technical programs, such as Medical Assisting, Human Services, Paralegal, Culinary Arts, and Automotive Technology. Both campuses have active advisory committees that suggest emerging training needs. New courses, such as OFTEC 210, Electronic Communication, have been developed from advisory committee input. Challenges for the program include: Employment rates for graduates. Lack of experience seems to be an impediment to employment for our students. Declining enrollment. While the demand for office support workers is increasing, the enrollment in the program is declining. Paralegal In , the Paralegal program implemented a dual-track curriculum model designed to address retention problems that had been observed for a number of years. In this model, all students are required to attend an orientation class (PARLG 105 Paralegal Career Seminar) that includes a critical thinking and writing assessment. The results of this assessment are used to advise students seeking the ATA degree into either Track A or Track B. The content of the curriculum is the same, but Track A frontloads the general and related education courses in the first year, with all paralegal courses taken in the second year. We believe this allows students with weaknesses in critical thinking and writing to take non-paralegal courses first as preparation to achieve greater success in the paralegal courses. Although we have not gathered empirical data yet, anecdotal evidence suggests that students are better prepared to succeed and that retention (or persistence) has improved. There are four separate program objectives that make up the Paralegal program s LOAP. For each objective there is a standard to be achieved and a tool or tools to measure the extent to which that standard has been met. These objectives address outcomes in the following four areas: 1. Legal Research: Students will be able to describe in detail a step-by-step effective plan for conducting legal research of a client s problem using appropriate research sources and methodology. Students ability to accomplish this objective was measured in 2003, at the end of a student s second quarter of legal research and writing (the third quarter of the program). The target for this objective is that 70% of students are able to produce such a plan at a level of above average or exceeds expectations. A score of 83% or higher on the plan is considered to achieve that level. In 2004 and 2005, 93% and 86% of students achieved that level, thus exceeding the 70% target. Data from 2003, 2006, and 2007 are still being compiled. W 2. ork Experience: Students will successfully apply classroom learning, acquired skills, and professional behavior as a paralegal intern in a law office. Students who complete the internship required for the both the ATA degree and Paralegal Studies certificate are evaluated at the end of their internship by their work supervisor. The target for this objective is that 80% of students will receive supervisor evaluations of above average or exceeds expectations in all rating categories. Current rating categories in the evaluation include: dependability, appearance, attitude, human relations, quality of work, skills improvement, work safety, and achievement of learning objectives. In prior years, the categories were somewhat different but as an aggregate capture the same picture of the students performance. Of graduates in

78 78 Skagit Valley College Self Study and , 100% achieved the target ratings; in , 83% achieved the target ratings (data not available on two graduates). However, data from all students completing internships, not just graduates, needs to be analyzed to get a more complete picture of student internship success. 3. Professional Development: Students will successfully conduct objective self-evaluation of their skills and abilities and identify appropriate plans for professional self-improvement and career progress. The target for this objective is that 80% of students who complete this project will achieve a rating of above average or exceeds outcomes. From , 100% of students who completed the project achieved the target ratings. 4. Paralegal Specialty: Students will be knowledgeable about and demonstrate competency in at least one substantive area of legal practice ( legal specialty ). Measurement of this objective has not yet been initiated. Although additional years data retrieval is still pending, preliminary data analysis shows that targets have been achieved or exceeded in the three objectives analyzed and that no program changes are warranted by this evidence at this time. We hope to initiate data collection and analysis of objective four by the end of , as well as track success of students previously advised into Track A. In October 2007 the program was reviewed by the American Bar Association as part of our request for and granting of ABA re-approval. The ABA site visit team has made recommendations for improvement in several areas that will be reviewed and implemented as appropriate. We also routinely collect evaluations from students, graduates and employers about our courses and overall program, which the program director reviews periodically with the dean, faculty, and advisory committee to develop corrective action as needed. Physical Education All of Skagit s academic transfer degrees require two physical education activity credits and a onecredit PE 100/Wellness for Life course; activity classes and PE 100 are offered across the district in a variety of formats. The department has extensive partnerships both within the college and the surrounding community: we offer learning communities (Wellness and Math, Public Speaking and Volleyball), provide extensive training for Fire Protection students and assist in Nursing education, participate in community health fairs and at public schools, and provide senior citizen education. Our curriculum is up-to-date, and we have developed new course offerings such as Pilates/Yoga and Swiss Ball training. PE manages the MV fitness center, which opened in 2003 and has become very popular. There were 1,759 registered users as of Fall PE has administered assessment tools in the PE 100 course and activity classes. Our first version of our LOAP used PE 100 final exam questions to assess student knowledge. Although results were high (99% of students answered the question correctly) we didn t obtain the information we were seeking. We have improved the tool and have obtained more meaningful results over the past few years. Our 2005 and 2006 LOAP evidence shows that: a) students perception of the relationship of physical activity to a healthy lifestyle improved from 8.3 to 9.4 (on a 1-10 scale); b) 90.1% of students planned to change their nutritional habits based on course information; and c) 93.6% of students felt class knowledge would help them live a healthier lifestyle and provided specific examples of changes in nutritional habits and lifestyle. We also asked about the relationship of diet and exercise to disease acquisition. Although an increase in knowledge was illustrated, the initial level of knowledge was so high (96.1% to 98.4%), we decided to eliminate this question in the future. We have changed our assessment tool and developed a modified LOAP to incorporate a more open-ended survey for 2007; with this tool, we hope to better identify curriculum strengths and weaknesses. The current activity class assessment tool is fairly close to its original version. Over the past years, an average of 67% of activity class students stated that they were physically active prior to taking the course; an average of 96.8% of students stated that

79 Educational Program and its Effectiveness 79 they would engage in regular physical activity after taking the class. The CCSSE asks students, Have you adopted a healthier lifestyle as a result of attending this college? The 2007 data shows that over half (59.3%) of our students responded that they have either a somewhat or a much healthier lifestyle as a result of attending the college. We do not know what percentage of these respondents had already taken their required physical activity courses. This evidence suggests that: a) our activity classes are successfully providing students with a positive physical activity experience and encouraging them to continue being active in the future; and b) our wellness course is providing students with knowledge and understanding of the values of fitness and healthy lifestyle choices. Both of these outcomes support the Gen Ed value outcome 6.1: students will identify ethical and healthy choices and apply these personally, socially, academically, and professionally. Although our evidence shows an improvement in students nutritional and exercise habits, in light of the national obesity epidemic, we want to be sure body composition education and effective weight loss strategies are adequately incorporated into both activity and wellness courses. This has not emerged as strongly as we would have liked, so we are making curriculum modifications and even exploring offering a new course to better address this issue. Classroom space and demands for increased online/elearning courses are issues for the future. Currently, gym space is shared with the county and athletic teams, and there are no dedicated yoga or C.P.R. classrooms. Although elearning options are in high demand, creativity will be necessary to offer quality activity class instruction online. As the Skagit mission statement states, Skagit exists to serve the lifelong educational needs of our community. Our contribution to this mission is to teach that the mind and body function together. The mind can be sharp, but if the body is not adequately nourished and cared for through exercise and stress management, an overall sense of wellness will not be achieved. Our department provides this very important component of our students education. Not only do we serve our students in this mission, we also include Skagit employees in this educational process. Each winter, the physical education staff leads a campus-wide Wellness Challenge to encourage employees to make healthy lifestyle choices. Science Courses in Astronomy, Biology, Chemistry, Earth Science, Geology, Natural Science, Nutrition, and Physics are offered at MVC by the Math and Science Division and by the Science Department at WIC. Most students take science classes to meet distribution requirements for the AAUCT degree or to fulfill prerequisites in a particular field (e.g., Nursing). Non-majors make up 70% of students enrolled in science classes. Evaluating their success is difficult given the lack of nationally-normed or otherwise accepted test to evaluate how higher education non-majors achieve competency in survey courses. Over the past 10 years we have reformed and revised our non-majors classes, including many new learning communities, elearning offerings, the 111 courses, and revisions to all course outlines/ objectives. Significant changes in the past ten years include: Creation of an Associate in Science Degree which allows students in Biology, Chemistry, Computer Science, Environmental Science, Geology, and Physics/Engineering to transfer as juniors with the majority of their science prerequisites completed. Moving WIC science classes to a new building. Beginning construction of a new science and allied health building on MVC. Creation of a year-long science elementary education program in conjunction with WWU and four regional community colleges. E xpanding electronic delivery of instruction in both distance education and mixed mode classes.

80 80 Skagit Valley College Self Study 2009 Table 2.11: Assessment results of students completing BISC 103 Course grade Science as a Process Application questions Body of knowledge questions 74% and less 50% 75% 12.5% 80% and more 86% 78.6% 58.9% Creating a permanent instructional technician position at WIC and doubling technician support at MVC. Adding Microbiology at WIC. Scheduling class to better fit student needs. For example, many classes now meet two or three times per week. The science department has established two program objectives. Objective 1 (Science as a Body of Knowledge) proposes that students completing a college level science course will identify and understand the concepts related to their specific discipline. Objective 2 (Science as a Process) proposes that students completing a college level science course will identify, interpret, evaluate, understand, and express pertinent data using scientific methods. Three courses, each of which is the final course in the full-year sequence for majors, were selected in which to measure the achievement of these objectives BISC 213, CHEM 163, and PHYS 223. Biology: Students completing BISC 103 take an 11-question assessment. This faculty-created assessment contains eight science as a body of knowledge questions and three science as a process questions. One question asks students to interpret a graph with data (see Table 2.11). Chemistry: Students completing CHEM 163 take the American Chemical Society General Chemistry Exam. This 70 item/110 minute test includes both content and process questions. National norms are supplied. Physics In PHYS 221 the Force Concept Inventory was administered as pre-test/post-test and the Modeling Conceptual Evaluation (MMCE) was given as a pretest. Those completing PHYS 223 were given the MMCE and Classroom Test of Scientific Reasoning (CTSR) as post-tests. The Force Concept Inventory (FCI; 30 multiple-choice questions) accesses gains in understanding of Newtonian concepts. The two pages used of the MMCE assess graphical analysis of data. The 24 question CTSR assesses a student s science and mathematical process skills. Analysis Biology: Test scores correlate well with overall class grades. To better assess growth, in future years the examination will be given during the first quarter in BISC 101 and the third quarter in BISC 103. More emphasis will be placed on these concepts in BISC 101. Students will be asked to do an assignment aimed at better understanding of graphs and data analysis. Chemistry: Both MVC and WIC achieved scores slightly above the national average a satisfactory result considering the small programs on each campus. Item analysis of the ACS test results is used to reveal strengths and weaknesses in particular areas of chemistry. For example, descriptive chemistry should be addressed a bit more strongly at WIC, and equilibrium should be covered more thoroughly at MVC. Table 2.12: Percentile on ACS Exam Course Grade A & A B+, B, & B C+, C, & C D+, D, & D E MVC, 2007 (N=36), WIC, (N=70), mean = 51st percentile on both campuses

81 Educational Program and its Effectiveness 81 Table 2.13: Students Performance on MMCE FCI Mean SD Pretest Posttest Pretest Posttest Significant gain using 2-tailed t-test? 2007 (n =23) yes at (n = 26) yes at.000 MMCE: 2008 (n = 18): Pre/post means: / ; Pre/post SDs: 3.227/2.713 Is gain significant using paired two-tailed t-test? yes at The high correlation between course grade and ACS exam score validates grades assigned by faculty. The nationally normalized results are useful to students in providing reassurance regarding the quality of the program. Physics: MMCE results from 2006/7 were of some minor concern. Although during 2007/8 there was a significant gain from pre- to post-test scores, explicit discussion of graphs during labs will continue with the goal of improving student s abilities to analyze graphs. The following summarizes the various concerns regarding staffing: While our current level of staffing supports our current course offerings, it does not allow for the growth anticipated by the new science facilities on both campuses. We anticipate the need for science technician support above the current level in order to effectively utilize our doubled lab space in the new science facilities on Mount Vernon campus. We need new tenure-track faculty in Physical Sciences at MVC and new tenure-track faculty in Biology at WIC in order to maintain program coherence, best serve students, and fully utilize new science facilities. Welding Technology Welding Technology (WT) instruction at SVC began in 1954 as part of the evening Agriculture Mechanics classes at Mount Vernon High School. Welding moved to its current location and achieved departmental status in Over the years, the focus has shifted away from agriculture and toward construction, industrial maintenance, and, most recently, toward boat building. The technology employed in the welding industry has also changed with time. The past ten years have witnessed a shift to digitally controlled pulsed welding equipment and computer (cnc) controlled metal cutting operations. This is especially true in the fast-growing aluminum boat building industry. We have responded to this industry change by developing and offering a new program of Aluminum Welding/Fitting for the Marine Industry which utilizes new computer controlled equipment. To measure program effectiveness, we depend heavily on student placement data and on information collected pursuant to our LOAP. With regard to the former, we find that virtually all of our graduates find industry work or continue in their education. Beyond this, however, we are also interested in knowing how well our students perform on standardized measures of technical knowledge and manipulative skill. The WT program is accredited by the American Welding Society s (AWS) Entry Level Welder Training Program. This National Skills Standards program provides very clear guidelines for assessing student knowledge, skill attainment, and preparedness for employment. We are also an authorized agency for Washington Association of Building Officials (WABO) steel welder performance qualification testing. Our LOAP is based on standards articulated by these organizations. It includes collecting and analyzing results of: nationwide AWS technical knowledge test

82 82 Skagit Valley College Self Study 2009 statewide WABO steel welder performance qualification tests student self-assessment of workmanlike behaviors. Analysis of collected data reveals: A slight increase in AWS technical knowledge test scores. Although AWS rules allow a test retake, 95% of students have achieved the minimum passing score on the first attempt. However, weaknesses persist in the math-intensive areas such as blueprint reading and welding metallurgy. Shifts in program emphasis are credited with the slight increases in overall scores (+ 3%), but more improvement is needed. The WT department is currently working with Adult Basic Education (ABE) faculty to strengthen instruction. A decrease in the percentage of students passing WABO welder performance qualification tests. This is consistent with our shift toward aluminum boat building. We are currently working to establish a program which will allow students to exit with an industry standard aluminum welder certification credential. (WABO does not offer aluminum welder testing). Consistent results from student self-assessment of employment readiness. The self-rankings of exiting students are compared with instructor rankings on a number of workmanlike qualities and habits related to employment readiness. Students consistently overrate themselves on these measures. To emphasize the importance of these behaviors, we enforce attendance, behavior, and dress codes that reflect workplace realities. In addition, we regularly bring in employer representatives to inform students of industry expectations. WT supports the stated goals of the institution in a number of ways including: continuously assessing program outcomes adapting and developing plans to effectively meet student and employer needs promoting student success by remaining flexible and accessible articulating WT courses with local high schools via Tech Prep contributing to Gen. Ed. Goals, especially in the areas of math, science, and technology. WT interacts with other campus and community entities by conducting special welding classes for auto/diesel mechanics, art students, and hobbyists in the community, and by volunteering various metalworking projects. Recent worthy examples include an innovative gate for people with disabilities at McIntyre Hall and a removable metal staircase for the Red Cross. World Languages The World Language program includes beginning and intermediate levels of Spanish, French, Japanese, Chinese, Koiné Greek, Lushootseed, American Sign Language, and Tagalog, a recent addition at WIC. In the future, we are considering offering the study of Hebrew and Arabic. This large variety of language offering is able to meet diverse language needs and interests but requires very different approaches and methodologies. Students learn the foundation of each language, with the expectation that they will achieve the appropriate level of proficiency and cultural understanding for each quarter. The student-centered program facilitates the development of the following skills: comprehension, writing, language production, reading, and an appreciation of the culture from which the language springs. The courses have integrated a full range of text and workbook materials as well as technological tools that support the acquisition of both language and culture. The World Languages program supports the college s international emphasis by connecting to several Mexican institutions of higher learning and interaction with the Chinese faculty exchange program. KSVR will be working with a Mexican university on broadcasting projects that will highlight cultural aspects and news from both places, as a way of better reaching the local Spanish-speaking population. Other projects include teacher training;

83 Educational Program and its Effectiveness 83 exchanges for students, instructors, and staff; and internship opportunities. The program follows the lead of the newly revised American Council of Foreign Language Guidelines for the teaching of language and culture that also closely correspond to the most recent General Education values and objectives at Skagit. These aspects of learning are visible in our everyday classroom settings, as indicated by the following examples: Language production is assessed by classroom conversation between the teacher and students and among students themselves, with teacher supervision. Language progress is measured by giving preand post-writing, oral proficiency, and pronunciation tests on tape or video, to a sample of students in various language classes each quarter. Reading and writing skills are measured by student performance on assigned readings, writing assignments, and examinations that are corrected by the teacher and later discussed with the students. On the final exam for the course, cultural awareness is assessed by student-created questions. Critical thinking is observable in language classrooms as part of the daily acquisition of vocabulary and language structures because the language learning process, even at the very beginning stages, requires a variety of critical thinking skills ranging from basic identification and recall to higher levels of analysis and problem-solving. Functional language proficiency rather than traditional language learning is our goal, following the ACTFL guidelines, but it has been a challenge to create reliable and valid assessment tools that measure proficiency. The interactive, student-centered methods we use show a shift toward proficiencybased learning experiences for the students, and although more work can be done in assessing what we do, the department has broadened its scope and uses a variety of formal and informal assessment procedures instead of the more traditional grammar-based exams. Travel and Study Abroad (2.G; 2.H; Policy 2.4) The International Programs Office (IPO) has provided study abroad services to students on an individual basis. No formalized program credit or non-credit currently exists. Students requesting advice are provided direction through use of study abroad guides and are directed to formalized programs that exist in other states and at other universities. Students are guided through their search and are given direction and support for identifying appropriate programs. Over the years, faculty members, particularly those at WIC, have organized study tours for students to enhance classroom-based teaching and learning. Study abroad trips have been organized for travel to France, Italy, Spain, Portugal, the Netherlands, Belgium, Germany, and Switzerland. In July 2006 IPO partnered with the Business Management department chairperson and provided a China Study Abroad program to a total of 26 participants consisting of faculty, staff, and students. In 2007 a new position, Executive Director of College Advancement and Global Initiatives, was established. In order to enhance our internationalization efforts and provide students, faculty, and staff with greater opportunities to develop a more global perspective through global experience, the President included in the responsibilities of the director the development and oversight of a study abroad program for Skagit Valley College students. Guidelines for a formal study abroad program are in development. Elderhostel (2.G; 2.H) Since 1988, Skagit has welcomed thousands of older learners to the Pacific Northwest through its Elderhostel educational travel programs targeted at adults 55 and older. Our commitment to lifelong learning is demonstrated by the more than 40

84 84 Skagit Valley College Self Study 2009 Elderhostel programs offered annually: we are the largest Elderhostel program provider in Washington State and in the top 25 nationally. A standard program contains at least 22 hours of varied educational programming. Skagit retains sole and direct control of each program it creates and is in compliance with Policy A-6. Skagit s Elderhostel program is a self-support program. The program budget covers all costs and returns a healthy percentage back to the College s general funds. Total net revenues have hovered around $800,000 for the past three fiscal years. The stability of the program and its financial growth over the past decade has encouraged investment in staff positions and equipment to maintain and support future growth. We expect changing retiree demographics to impact the future of this program. Our future challenge is to adapt programming to meet the ever-increasing special needs of the loyal contingent of aging Elderhostel participants while at the same time evolving to meet emerging expectations of baby boomers now moving into retirement years. Business Resource Center/ Community Learning (2.G; 2.H) The Business Resource Center (BRC), located in downtown Mount Vernon, contributes to economic development and expands opportunities for community members and businesses through non-credit programs for small businesses, professional development, and the Leadership Skagit program. BRC programs contribute to the cultural enrichment of the community by providing classes in language, art, and travel. As a result of building partnerships and providing training, the BRC serves as an outreach mechanism for the College and works to increase both credit and non-credit enrollments. The business community is served through professional development workshops, computer training, and general management classes. The Service Corp of Retired Executives (SCORE) program at the BRC offers business counseling and help with writing business plans. The center also provides customized training classes to serve individualized business. The Center for Nonprofit Excellence offers networking and learning opportunities for those in the nonprofit sector. BRC leadership during the past five years has focused on growing both class offerings and revenue through increasing community partnerships. Enrollment and revenue have increased in this period, but with growing competition and program saturation in some areas, along with a low unemployment rate, enrollments have seen some decline. The ongoing challenge is to continually reassess and retarget business and community programming. One new, very successful nine-month program is Leadership Skagit, a partnership with Washington State University and the Economic Development Council of Skagit County. Participants increase their community knowledge and become skilled leaders. To date, 86 students have graduated and 24 students are currently enrolled. The BRC s effectiveness is linked to how well community needs are understood. The center gathers information about target audiences through focus groups, surveys, class evaluations, and discussion with representatives of various groups within the community. Class enrollment is one of the primary criteria considered during the early planning process. Student enrollment and feedback are used to determine whether a course should be repeated or if its content or schedule needs to be modified to better serve student needs. elearning (Policy 2.6) The purpose of Skagit s elearning program is to provide students maximum access to learning across a large geographic district. The first distance education classes were offered in telecourse format in 1987 and were well-received. By 1994, increased enrollment in distance courses led to the creation of a separate program delivering the entire AAUTC transfer degree through telecourses. The shift to online delivery was made in In 2003 the program began full integration into the College s instructional activities, with staffing and

85 Educational Program and its Effectiveness 85 class scheduling shifting to division chairs and unit administrators. In addition to totally online courses, increasing numbers of course sections are delivered in the hybrid format partly in the traditional classroom setting and partly online. Most faculty teaching on-ground courses utilize Blackboard for posting assignments and information, and communicating with students. Today, the College offers an increasingly wide range of elearning courses, including online, hybrid, and web-enhanced courses. One ATA program, Computer Information Systems, is offered entirely in an online format as of New elearning courses are approved using the same process as on-ground courses. However, courses that have traditionally been offered on ground which are proposed in an altered format (either online or hybrid) require approval by the EVP to ensure that offerings provide consistency and appropriate access on a district-wide basis. Skagit s 2007 CCSSE results indicate the effectiveness of technologies used to deliver elearning classes: 46% of students surveyed used the internet or instant messaging for assignments, and 31% used for instructor communication. Despite the continued growth in online enrollment from 14% of total FTEs in 2000 to 21.6% in 2007 the majority of elearning students also include traditionally delivered classes in their schedules. While some students flourish in an online environment, others find the virtual learning environment more comfortable when they have at least occasional face-to-face contact with their instructor and fellow students. The hybrid model for teaching and learning offers the best of both the virtual and on-ground worlds. The College s web-based course outline system contains objectives and learning outcomes for all credit courses, promoting consistent course content across the district and delivery modes. The IT and elearning unit provides technical expertise, manages infrastructure and hardware, and maintains Blackboard, Skagit s course management system. elearning staff, in conjunction with Skagit s Center for Learning and Teaching (CLT), provide instructional support and faculty training. Library and information resources are available to elearning students and are becoming increasingly available in virtual formats. On-ground laboratories, staffed by assistants knowledgeable in the discipline or program, are also available to online students. An extensive variety of enrollment and support services in online format are available to assist elearning students, including application and registration processes, transcript and grade reports, and degree audits. All forms used for adding or dropping classes, petitions for academic re-instatement or tuition refunds, transcript requests, applications for graduation, and processes for payment of tuition and for other fees and services are also available online. Text book and college supplies can be ordered through the college bookstore at any time during the quarter. Real-time online advising was implemented in fall Assessment has indicated that students have a high degree of satisfaction with this type of advising. The College has included elearning in its strategic planning process, ensuring its commitment to using elearning formats and appropriate pedagogies to support growing enrollments and to provide the highest quality teaching and learning environment. elearning supports the College s strategic goal concerning facilities and technology, to create sustainable, improved, and modernized learning and working environments. One of Skagit s strategic priorities for is to develop and implement a plan to enhance delivery of elearning, improve related support services, develop and coordinate program standards that enhance student success and curricular coherence and quality, and improve district-wide decisions regarding elearning offerings. A solve-and-dissolve committee has been established by the Governance Steering Committee to address these issues. Other areas of improvement for elearning include improving student responses on course evaluations, creating an online self-assessment instrument for students to gauge their learning readiness in an online environment, and gathering more data regarding faculty and student experience in online learning.

86 86 Skagit Valley College Self Study 2009 Additional information about elearning at Skagit is available on the public website ( edu/directory.asp_q _pagenumber_e_252). Early Childhood Education and Assistance Program (ECEAP) and Skagit /Islands Head Start ECEAP, a state funded program, and the federally funded Skagit/Islands Head Start program provide early learning and family support services to 541 children, aged 0-5, and their families in the threecounty area served by the College. Both programs collaborate closely with school districts and other service providers to provide early learning and embedded intervention services for children with special needs. Program effectiveness is measured through ongoing monitoring, child learning assessments, and a yearly self-assessment process. Some specific accomplishments include the following: The program has full enrollment with a waiting list of over 200 children. All children receive health and behavior screening to identify those who may need special treatment or further evaluation for services. Over 90% of children enrolled demonstrate progress in all eight learning domains: language, literacy, math, science, physical development, social/emotional development, creative arts, and approaches to learning. Children from non-english speaking families demonstrate language and early literacy understanding and skills at a level similar to or better than English speaking peers. This is contrary to national trends. New collaborations with the Burlington- Edison, Concrete, Sedro-Woolley, and LaConner School Districts and with the Swinomish Tribe have increased the early learning opportunities for children in those communities. Community assessments and the large number of applications indicate the need and demand for these programs. Through access to high quality, comprehensive services, children from low-income families are better prepared for success in school and are more apt to enter college after high school. Parents develop knowledge of child development and better parenting skills. ECEAP and Skagit/Islands Head Start contribute to the college mission and vision by ensuring that the youngest in the communities we serve begin life with rich learning opportunities. A commitment to diversity is expressed through hiring of bilingual staff of different ethnic backgrounds, integrating second language learning and cultural aspects into the classrooms, and providing cultural awareness and diversity education for staff. These programs provide observation and practicum sites for students in Early Childhood Education, Nursing, and Human Services; increase access and opportunities for adults seeking ESL/ABE and college education; and provide a resource for college programs working to reach low-income families, communities, and the many partners that we work with. Accountability reports for Head Start and ECEAP are available for review upon request. Program Deletions (2.A.11, 2.A.12) While the program review process serves as a tool for improvement, the results of the review may suggest additional evaluation. The process for identifying programs for potential elimination is administered by the President s Cabinet and is addressed under the OPPM , Program Termination. Under this policy, the President s Cabinet is responsible for initiation of reviews for degree and certificate programs. If the Cabinet determines that the viability or success of the program is jeopardized, it may ask the EVP to conduct a viability review using an ad hoc subcommittee to evaluate the program according to the criteria established for program review, develop strategies to correct deficiencies, and determine a reasonable timeline in which to bring about satisfactory resolution to the identified area(s) of weakness.

87 Educational Program and its Effectiveness 87 During this time, the program will be considered on viability review status. The evaluation subcommittee will provide written notice of status to the program staff, specifying the expectations that will enable the program to be declared viable. At the end of the review period, the EVP will make a recommendation, which may include termination, to the Cabinet regarding program status. Final authority for any program termination rests with the President. In the event of a program termination, appropriate arrangements are made for students to complete their program in a timely manner and with a minimum of disruption. Educational Assessment (Policy 2.2) Since the spring 1999 ten-year visit, the College has made significant progress in the area of program assessment. Accomplishments include development and approval of a district-wide assessment plan, completion and implementation of learning outcomes assessment plans (LOAPs) for all departments and programs, and the successful execution of a comprehensive review process for all instructional programs. Response to the recommendation from the spring 1999 visit encouraging the College to give significant attention to program-level outcomes assessment and to demonstrate how outcomes data is used for improvement was swift. The College adopted a standardized format for planning and implementing assessments of program- and department-level learning outcomes, a framework that emphasized the improvement of teaching and learning. The LOAP elements included the identification of program objectives, student outcomes, assessment criteria, assessment methods, and timelines for completion. The last two sections of the LOAP ask faculty to describe the results of their assessment activities and how those results were used for program improvement. Since the initial LOAP development, departments and programs have continued to revise their plans based on findings from their assessments and on lessons learned about the efficacy and practical aspects of implementing their plans. The efforts of faculty have been supported by various summer assessment institutes and dedicated in-service days. State Assessment Initiative money is used to fund assessment projects each year. These projects are linked to or complement LOAPs. Stipends are awarded to faculty and staff to implement the innovative assessment methodologies. Project results, particularly lessons learned, are shared with other faculty during the faculty forums and at regional and national conferences, including the Higher Education Teaching and Learning Conference held in Washington State each year. The College s efforts in the arena of learning outcomes assessment were recognized in 2000 by the League for Innovation in Community Colleges when they selected Skagit to participate in the League s 21st Century Learning Outcomes Project. This project provided the College an opportunity to share achievements and to learn from the achievements of other colleges actively engaged in identifying and assessing learning outcomes. Skagit s involvement enriched the collective assessment efforts. Among the many challenges of meaningful learning outcomes assessment has been integrating outcomes assessment into the culture of the College. Integration has been achieved using several strategies. First, LOAPs were integrated into the SVC Institution- and Program-Level Assessment Plan in This document provides a philosophical foundation for assessment at the College and a detailed plan to address crucial assessment issues: Who are our students and what do they need? What do our students gain from their experience here? What services do we provide and are they effective? What factors will affect us in the future and what do we need to do to prepare for that future? Second, the Outcomes Assessment Plans for a department or program are an integral part of the revised program review process. The College has been fortunate to have a core group of faculty, staff, and administrators dedicated to research, evaluation, and assessment who have been instrumental

88 88 Skagit Valley College Self Study 2009 in meeting these challenges. A committed group of individuals has served on instruction-related committees and provided assistance with planning and implementing assessment training and workshops. Faculty who have been successful early adopters of program assessment have worked with the deans and Institutional Research to help other departments move confidently to the next appropriate stage. Current Learning Outcomes Assessment Plans are located on the College website ( edu/files3.asp_q _pagenumber_e_2480) and in the Standard Two Exhibits. Innovation and Inquiry for Student Learning Project In fall 2007 Skagit Valley College was invited to join a consortium of U.S. colleges and universities in the Lumina-funded project Innovation and Inquiry for Student Learning, led by Alverno College in Milwaukee. Skagit organized a team of individuals who jointly represent the institution and deliberate on project activities. During fall and winter, the project team jointly completes a two-part questionnaire about student learning outcomes at the level of the institution. By deliberating on the questionnaire as a team and reaching consensus on items, the team is able to reflect on and articulate members shared perspectives on institutional assessment practices. During summer 2008, one team member attended the Summer Institute held at Alverno. The team will continue working through on this project and have been invited to a follow-up Institute in Assessment of Learning Communities The assessment of learning communities undertaken between 1987 and 1997 most often focused on student retention and performance, course design and delivery, and implementation. Beginning in the late 1990s, however, the focus of the College s assessment agenda moved from implementation to developing more robust methods for assessing student learning. This movement was strengthened by a growing focus of NWCCU on student learning outcomes, the creation of an institutional research office at the College in fall 1998, and the formation of a task force in to review the existing general education learning outcomes and curriculum. The administration of the CCSSE in 2003 indicated that students who had taken learning communities were significantly more likely to engage in activities that increase their time on task (and thus their chances for meeting their educational goals), interact with faculty and their peers, and meet specific general education learning outcomes. These findings have been consistent over the three CCSSE administrations. The latest (2007) CCSSE results based on whether students had taken learning communities are presented in the Exhibits. Two focused LC assessment projects are summarized in the following sections. For a comprehensive review of learning communities assessment at Skagit, see the 2008 article by Dunlap and Pettitt. Western Washington University Focus Groups In addition to the results from the CCSSE suggesting academic benefits for students who participate in learning communities, there is also a belief that LCs better prepare students for baccalaureate-level study than classes taught individually. Since LCs can be difficult for students to schedule and take time and resources to organize, the College wanted to examine the LC-university relationship with objective quantitative and qualitative research. In addition, there was interest in knowing if there was an identifiable value added in taking more than one LC. Close to half of all Skagit students who transfer go to Western Washington University (WWU). The College worked with WWU s Office of Survey Research to conduct focus groups with Skagit transfer students. One group was stratified by the number of LCs taken, with roughly equal numbers having taken none, one, and two or more LCs.

89 Educational Program and its Effectiveness 89 Students in the second group had taken two or more LCs. The results (Clark, 2007) suggest the following: Students felt that learning communities increased their confidence, which contributed to their success at WWU. In Learning Communities, they learned to analyze information, make connections, synthesize major ideas, and apply their learning to other topics or the real world. The research and writing in learning communities helped prepare students for research and writing at Western. And the group work in LCs also helped to prepare them for group assignments at WWU. One factor that hindered student progress at Western was the first quarter transition. Students from the stratified focus group noted that whereas faculty at Skagit emphasized homework, faculty supervision, and course support, those at Western emphasized student autonomy. Students from both groups stated that courses at WWU are more challenging: the amount and depth of reading required is greater at Western. However, another student felt that courses at Skagit were more demanding in terms of quantity and quality of work required. Students from the second group also felt that, while prepared for critical thinking and writing, they were not prepared for writing analytical papers at WWU, nor were they prepared for the level and depth of exams at WWU. Additional information related specifically to learning communities that included English Composition was shared with Skagit s English faculty. Washington Center Assessing Learning in Learning Communities Grant In 2005 Skagit was selected to participate in the Assessing Learning in Learning Communities Project sponsored by the Washington Center for the Improvement of Undergraduate Education at the Evergreen State College. One of 22 colleges and universities in the country participating in the project, our college-specific goals were to: develop a systematic, shared framework for discussing student work; identify ways to use student work to improve the design of learning communities as well as the design of integrative assignments; develop ways to support faculty competencies in the design and teaching of learning communities and courses that focus on integrative learning; strengthen program-level practices, particularly strategies for introducing students to integrative learning and for developing their interdisciplinary skills and understanding; and develop the groundwork for program-level assessment of the integration-related General Education Learning Outcomes for the Learning Value Application and Integration. During the two years Skagit was involved in this project, the team applied the assessment protocol (Boix-Mansilla, 2005) to a variety of student work, revised the design of assignments, experimented with modified versions of the draft rubric, and adapted classroom practices in order to provide greater clarity for students about the nature of interdisciplinary integration. The team s experiences with this project yielded insights about what should be included as best practices for faculty who teach learning communities and supervise integrative cocurricular projects. These include a focus on assignments, classroom activities, and assessments. For example, it is now undersood that it must be clearly communicate clearly to students, both verbally in class and in assignment materials, why integration, particularly interdisciplinary integration, is valued in academia and the workplace (i.e., it helps learners gain knowledge and understanding that might otherwise not be possible); explain which kind(s) of integration will be expected in courses (e.g., common sense and/or interdisciplinary); and clarify how assignments and assessments help students achieve these outcomes. The team is currently planning how to share best practices among all learning commu-

90 90 Skagit Valley College Self Study 2009 nity faculty district-wide, both for on-ground and online classes. In addition to providing district-wide information about the project through the College s Teaching and Learning Newsletter and several CLT workshops, the team s involvement with this project has led to regional and national work: Three of Skagit s team members made a presentation at the Northwest Higher Education Teaching, Learning and Assessment Conference in May Team members shared some of the tools provided during the project, including the Collaborative Assessment Protocol, the tool for Designing Purposeful and Integrative Learning, and an Assessment Rubric. They described how the tools had been used or could be used in their courses. Two members of the College s team were invited to present some of their findings at the 2008 National Summer Institute on Learning Communities in June. The session focused on changes they have seen in students demonstration of disciplinary grounding and interdisciplinary understanding as a result of revisions to assignment design and classroom practices. Two pairs of team members are also drafting articles for the forthcoming issues of the Journal of Learning Communities Research. One article will describe gains in students interdisciplinary integration as a result of more precise assignment design and assessment criteria. The second article provides a framework for linking assignments and classroom assessment. This work has raised additional questions and is guiding future assessment efforts, including some related the implementation of the new general education program, for example, assessment of learning in skills-designated courses, in the new integrative experience category, and in diversity courses. Program Review Guidelines for reviewing instructional programs and departments were initially developed during the academic year. While quantitative data elements (e.g., enrollment, retention, student success, and efficiency measures) are part of the program review, the program/department Learning Outcomes Assessment Plans (LOAPs) serve as the primary source of information about program-level learning and attainment outcomes. The College has an established process for regular review of academic departments, professional-technical programs, and the library. This process is designed to facilitate assessment and improvement in each area. Department faculty members are provided with data and have the opportunity to evaluate the data and respond in the formal program review document. This process is managed by the President s Cabinet and is described in the assessment section of this chapter. This process may result in recommendations for changes in a program or department, including provisions for addressing students who may be impacted by such change. Because all programs were required to complete brief program review documents as part of the self-study development process, the program review schedule was suspended for and Program review guidelines and schedule as well as the program review documents for the last ten years are provided in the Standard Two Exhibits. Community College Survey of Student Engagement (CCSSE) As part of the College s efforts to measure student outcomes, Skagit has administered the Community College Survey of Student Engagement (CCSSE) three times, in spring 2003, 2005, and The CCSSE is a national survey based on research indicating that the level of academic challenge, time on task, and participation in educationally purposeful activities influence directly the quality of students learning and their overall educational experience. The Director of Institutional Research (IR) coordinates administration of the survey at the College and has generated a number of reports with results of interest to the College community as well as reports with information for specific College

91 Educational Program and its Effectiveness 91 units. The first report was provided to the General Education Task Force, whose members had a keen interest in using this data in their deliberations about the revision of the general education program. Other reports have been provided to the library, to IT, to Student Services, and to the Diversity Steering Committee. In addition, IR staff members have made presentations at faculty in-service sessions as well as at regional and national conferences. CCSSE data reports are available in the Standard Two Exhibits. Strengths and Challenges Strengths Skagit Valley College s faculty and administrators are students of the literature on student learning and retention and use this knowledge and the College s own assessments to shape curriculum, establish degree requirements, and develop strategic and educational goals. There is a strong institutional commitment to student learning and outcomes assessment and to using systematic processes and data to inform decision-making. Skagit s curriculum is designed to strongly engage students in learning. The College s program effectiveness is enhanced by a myriad of strong partnerships with school districts; universities; governmental agencies; and businesses, industries and nonprofit organizations. Educational program quality is being improved as physical facilities across the district are expanded and modernized. Technology in support of learning is robust and is used to provide excellent student access to higher education through elearning and hybrid courses. College personnel are dedicated to developing relationships with students that result in improved student-faculty-staff connectedness, as indicated by results of the CCSSE. Challenges The College would like to see improvement in several aspects of elearning: increased student responses on course evaluations, development of an online self-assessment instrument so that students can gauge their learning readiness in an online environment, and collation of more data regarding faculty and student experience in online learning. While assessments indicate a high level of student and faculty satisfaction with learning communities and with the learning that takes place in them, like other colleges in the nation, Skagit has yet to establish a systematic means of measuring and describing students intellectual gains and their ability to integrate their disciplinary learning in deep and meaningful ways. An unusually high attrition of mid-level instructional administrators has occurred in the past ten years leading to continuing leadership transitions and an attendant sense by faculty of needing to continually reorient new leadership to institutional goals, values, and culture. References American Association of Colleges and Universities. (2002). Greater expectations: A new vision for learning as a nation goes to college. Washington D.C.: American Association of Colleges and Universities. Boix Mansilla, V. (2005). Assessing student work at disciplinary crossroads. Change, 37 (1), Clark, L. (Spring, 2007). Summary of student focus groups conducted for Skagit Valley College. Unpublished manuscript, Western Washington University, Office of Survey Research. Community College Survey of Student Engagement. (May, 2004). CCSSE Highlights, 3, (7). Dunlap, L., & Pettitt, M. (2008). Assessing student outcomes in learning communities: Two decades of studies at a community college. Journal of Applied Research in the Community College, 15(2). (Also available on the Skagit Valley College website at Goodsell, A., Maher, M., & Tinto, V. (1992). Collaborative learning: A sourcebook for higher education. University Park, PA: Pennsylvania State University, National Center on Postsecondary Teaching, Learning and Assessment.

92 92 Skagit Valley College Self Study 2009 References (continued) Hill, P. J. (1985). Communities of learners: Curriculum as the infrastructure of academic communities. In J. W. Hall & B. L. Kevles (Eds.), In opposition to the core curriculum: Alternative models of undergraduate education. Westport, CT: Greenwood Press. Humphreys, D. (2005). Why integrative learning? Why now? peerreview, 7 (4), MacGregor, J. (1987). Intellectual development of students in learning community programs. (Washington Center Occasional Paper No.1). Olympia, WA: The Evergreen State College, Washington Center for Improving the Quality of Undergraduate Education. Malnarich, G., Dusenberry P., Sloan, B., Swinton, J., & van Slyck, P. (2003). The pedagogy of possibilities: Developmental education, college-level studies, and learning communities. NLCP Monograph Series. Olympia, WA: The Evergreen State College. National Center for Education Statistics, IPEDS data feedbackrreport 2008: Skagit Valley College. Washington, D.C.: NCES. Smith, B. L., MacGregor, J., Matthews, R., & Gabelnick, F. (2004). Learning communities: Reforming undergraduate education. San Francisco: Jossey-Bass. Washington Monthly, June 2007). Community college rankings. Available at

93 Students 93 STANDARD THREE Students Overview and Context The unifying theme throughout this self-study is that learning, relationships, and community are at the center of Skagit s work. This is particularly true for Student Services, where the unit mission and philosophy is focused on students relationships with peers, instructors, and administrative/ support offices. As suggested by data from the 2007 Community College Survey of Student Engagement (CCSSE) presented in Table 3.1 below, Skagit students perceive their relationships with other students, instructors, and office and administrative personnel more positively than do students in the other Washington community colleges in the 2007 consortium, in other medium-sized colleges, and in all colleges in the 2007 cohort. Student Services is led by an Executive Vice President for Instruction and Student Services, a Dean of Student Services, and a team of Student Services Directors, who collectively plan and provide a comprehensive program of services carefully designed to support the college mission and the success of Skagit students. Among these services are matriculation processes and a variety of support services to current and prospective students, regardless of their educational or career aspirations. Specifically, Student Services provides: admissions outreach services and information; counseling and advising; new student orientation; study skills instruction and tutoring; and career services. Student Services also offers special counseling and advising programs for international students, students with disabilities, multicultural students, veterans, students in life transitions (formerly displaced homemakers), and for incumbent, unemployed, and underemployed workers. District and Student Demographics (3.B.1) Student Services staff are among the first to experience the impact of growth in student numbers, changes in student demographics, and changes in Table 3.1: Student Perceptions of Relationships at the College Percent rating each item 6 or 7 out of 7, All Students Other students are friendly, supportive Instructors are available, helpful, sympathetic Administrative personnel and offices are helpful, considerate, flexible 1Weighted for Full-Time/Part-Time SVC Northwest Consortium Colleges Other Medium Colleges All 2007 Colleges 54.8% 55.0% 54.6% 54.4% 65.0% 60.9% 61.3% 61.3% 47.5% 40.8% 40.4% 40.6%

94 94 Skagit Valley College Self Study 2009 Figure 3.1: Students of Color by Campus, Fall 2004 & % 25% 20% 15% 26% 25% 22% 23% 14% 25% Fall % 5% 4% 7% Fall % Mount Vernon Campus Whidbey Island Campus South Whidbey Center San Juan Center student expectations of service delivery. Enrollment at Skagit has increased 12% in headcount and 7.5% in FTEs from fall 1999 to fall 2007 from 6,435 headcount/3,796 FTE in fall 1999 to 7,238 headcount/4,082 FTE in fall Changes in population demographics have compelled changes in how services are delivered to students across the district. For example, as shown in Table 3.2, the Hispanic population has grown significantly, especially in Skagit County--from 11% in 2000 to 14% in As shown in the Appendix, the race and ethnicity of students in public schools in the college district vary considerably. In the Oak Harbor School District (Island County), for example, where 32% are students of color, most are Asian or Black. In the Mount Vernon District (Skagit County), where nearly 50% of students are of color, the majority is Hispanic. The changing enrollments of Skagit students of color by campus and center (excluding international students) are presented in Table 3.3 and reflect the steady increase in minority populations. As indicated in Table 3.4, the majority of Hispanic students (60%) attend Skagit in English as a Second Language (ESL) and Adult Basic Education (ABE) programs. However, 21% are enrolled in professional-technical programs, and 16% indicate they are attending to obtain a transfer (AAUCT) or general studies (AAGS) degree. Fifty-nine percent (59%) of students of other races are enrolled for the AAUCT/AAGS degree, while 28% are attending to obtain technical-professional degrees or certificates. Table 3.2: County Population by Race and Ethnicity Census 2000 Minority Non Hispanic Other Races Hispanic Total 2006 Estimate Minority Non Hispanic Other Races Hispanic Total Non Non Hispanic Hispanic County White White Island San Juan Skagit State Data Source:

95 Students 95 Figure 3.2: Fall 2008 Enrollment by Intent, Race & Ethnicity 70% 60% 64.4% 55.0% 50% 40% 30% 20% 42.2% 18.3% 35.1% 26.0% 23.6% 19.0% Caucasion Hispanic Other Races 10% 0% 3.6% 5.4% AAGS/AAUCT ABE/ESL/GED/HS ATA Occupational Prep 3.1% 4.2% Home & Family Life/ Personal Satisfaction Includes all students enrolled for credit in fall 2007; Other Races includes international and other/unknown. The International Program adds significant diversity to the College s enrollment and enhances the cultural experiences of all students. Despite the difficulty experienced in obtaining visas for study in the U.S. after 9/11 and a subsequent decrease in international enrollments, the numbers of international students enrolled at Skagit are again close to pre-9/11 numbers, as shown in Table 3.3 below. Table 3.3: International Student Enrollment, Selected Years Year Summer Fall Winter Spring These changing demographics have challenged Skagit to provide a broad variety of instructional and support services to an increasingly diverse population, and the College has responded in a variety of ways: Shortly after taking leadership of the College, President Tollefson engaged representatives of the Latino community in a process of identifying the needs of that community, and worked with college and community members to develop strategies to meet those needs. KSVR, the college FM radio station, significantly expanded Spanish-language broadcasting, providing information and cultural programming for the Latino community. Skagit now sponsors a number of projects focused on building bridges with local schools to provide transition services for Latino middle and high school students, and the College is a participant in a GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) grant. Skagit expanded its sponsorship of educational and community activities related to multiculturalism and diversity, including a highly successful International Week, Hispanic Heritage Month activities, Fiesta de Campo, Latina/o Literature Radio Show, and Symposium on Bilingual America. ESL offerings have been increased significantly, and ESL courses are now offered at community sites. Registration for ESL students has been moved from the classroom to the registration office so that students can more easily navigate the system by making connections with college personnel. The Multicultural Student Services department started the Calling All Colors club to create a sense of belonging and success for under-represented students. It is now the best-attended

96 96 Skagit Valley College Self Study 2009 club in the district, averaging forty students per week. Hiring bilingual front-line staff in areas such as registration, counseling, and admissions, has become a priority. The impact of this last strategy is described by a Skagit student in the April 8, 2008, Issues in Higher Education: It felt nice to get greeted by another Hispanic. I walk in and I see her. This is like oh, nice, you know there s more people here [like me]. Given the school district demographics, the College expects the percentage of students of color to increase considerably over the next decade and will continue to develop new strategies to meet the needs of this population. The basic demographics of the student body are compiled each quarter by the Office of the Registrar. The fall 2008 demographics are included in Appendix. A comprehensive analysis of student demographics for the Mount Vernon Campus (MVC) and for the Whidbey Island Campus (WIC) was conducted in December 2007 by the Office of Institutional Research (IR) using both winter and spring 2007 student enrollments. This 20-page report is available in the Standard Three Exhibits and on the College s website at URL. Impact of Technology Implementing technology at Skagit has created both benefits and challenges. The Student Services unit has made considerable strides in applying available technologies to matriculation and other student support systems. In , a completely redesigned, database-driven public website was launched that includes improved functionality and new services for students, including on-demand catalog and course schedule information. Currently 60% of students apply online, and 66% register for their classes online. Payments can be made electronically with a credit card. While the use of technology in student services processes has made it more convenient for students, it has also made it easier for students to apply, register, and conduct other college business without meeting with teaching or counseling advisors. Student Services Learning Outcomes Educational services, student engagement with the College, and co-curricular program opportunities are central to the mission of Student Services, and all are designed to promote student learning and connectedness. In , as part of a continuing college-wide effort to develop student learning outcomes, each work group within Student Services developed a short list of measurable outcomes that could be realized as students engaged with the unit. For example: Students with disabilities will succeed at the same rate or better than other students. Graduates of the Displaced Homemakers Center classes will develop strategies for managing barriers to employment/training. International students will integrate with campus life within their first quarter of attendance. Students receiving financial aid will demonstrate an understanding of the satisfactory progress policy. These outcomes have been incorporated into the college-wide student learning outcomes plans (LOAPs), recently developed as part of the revision of Skagit s General Education program. The original Student Services learning outcomes are presented in the Standard Three Exhibits. Assessment of Student Engagement and Satisfaction (3.A.3, 3.A.4, 3.B.6) Skagit conducts regular assessments of student needs and satisfaction with services and courses, using focus groups, CCSSE results, and campusdeveloped student satisfaction surveys. For example, the CCSSE addresses three elements of the College s assessment plan directly related to students:

97 Students Who are our students and what do they need? 2. What do our students gain from their experience here? 3. What services do we provide and are they effective? The CCSSE data from each year is analyzed and the results disseminated to the college community to support effective decision-making. Institutional Research has produced over a dozen reports on relevant CCSSE results for the Dean of Student Services, Student Services Directors, and student leadership to assist in planning and evaluating their activities. Results of note from the 2007 survey include students high ratings of their overall satisfaction with the College s processes for working with new students, including the admissions process, the financial aid office, new student assessment, first class registration experience, etc. Compared with the other Northwest Consortium colleges, Skagit students indicated greater satisfaction with these services, as shown in Table 3.4. Additional CCSSE data are included in the following sections of this standard, as appropriate. Student Retention and Success Resources and staff at Skagit are focused on improving student retention and success in all programs across the district. A variety of strategies have been implemented in Student Services to improve retention rates. Many successful efforts started with our TRIO program and were then institutionalized. The Fast Track to Student Success course, for example, was initiated in An intensive one-week course offered the week prior to the start of fall quarter, Fast Track orients students to the college experience, familiarizes them with support services, and exposes them to success strategies. On average, students have attended Fast Track each fall at MVC; have attended the course at WIC. The fall-to-fall persistence rate of the Fast Track cohorts has averaged 75%, significantly higher than the institutional average for degree-seeking students. A longitudinal look at Skagit s CCSSE data also suggests that Skagit students are taking college success skills courses in increasing numbers: 40% of the CCSSE respondents in 2007 had attended or planned to take a study skills course, compared with 35% in Skagit s student-to-student Peer Calling program is based on research into student engagement and into the value of creating communities of learners. In the program, returning students make contact with new students four times each quarter to ask how they are doing and what, if any, support they might need. The goal is to make contact with 80% of first time freshmen during their first quarter at Skagit. Returning students who serve as peer callers/mentors are paid through the work-study program. Most of the calling is done in the evening under the supervision of an admissions/registration staff member. Table 3.4: Student Satisfaction with Intake Processes Skagit Valley College Other Northwest Consortium Colleges Part-Time Full-Time All Students1 Part-Time Full-Time All Students1 Very Satisfied 35% 31% 33% 30% 30% 30% Somewhat Satisfied 47% 54% 50% 54% 54% 53% Somewhat Dissatisfied 18% 11% 15% 13% 13% 13% Very Dissatisfied 0% 4% 2% 3% 3% 4% 1Weighted for Full-Time/Part-Time

98 98 Skagit Valley College Self Study 2009 The program has been an effective strategy for connecting students with the College. Student Services uses an assessment within service delivery approach to evaluate the strategy: peer callers get feedback from new students at the end of their phone conversation on whether the program is working for them. Peer callers also ask Is it ok if we call again? Students rarely object. Callers have even received unsolicited positive responses from parents and other family members. They also report learning about the work involved behind the scenes to help students and say they gain a new perspective on their own needs and resources as students. The participation of these students as peer callers who usually have financial need or are at-risk students increases their sense of personal efficacy. Despite these efforts, the fall-to-fall persistence of degree-seeking students at Skagit in the fall 2006 cohort was approximately 42% lower than the national community college average of 54% for other open-admissions two-year public institutions (ACT Institutional Data File, 2008). As shown in Tables 3.5 and Table 3.6 below, the retention rates vary by degree goal and by race/ethnicity. The retention rates are generally higher for fall To develop a more systematic, effective approach to retention, in spring 2007 the President created the position of Associate Dean for Student Life and Retention. Extraordinary revenue issues for the state of Washington developed during the fall of Skagit Valley College was asked to enact budget reductions which included a hiring freeze, travel restrictions, and equipment budget reductions. The hiring freeze resulted in the College naming the Associate Dean of Students to replace the retiring Dean of Students on an interim basis, with other existing personnel asked to fill portions of his previous duties. During , however, the new Associate Dean collaborated with faculty and administrators in other units on retention projects, including the Counseling-Enhanced Developmental Learning Communities pilot project and a project to increase the number of students advised by teaching faculty. In the Counseling-Enhanced Developmental Learning Communities pilot project, faculty members teaching developmental learning communities were teamed with counseling faculty to bring student support into the classroom. Specific topics addressed included time management, educational planning, college resources, and test preparation/ anxiety strategies. During , five counselingenhanced developmental learning communities were offered, and aspects of student performance Table 3.5: Retention of New Students with Transfer or General Studies Degree Goal, Fall 2006 & 2007 Cohorts Fall 2006 Fall -Winter Retention Rate Fall 2007 Fall -Winter Retention Rate Fall 2006 Fall - Spring Retention Rate Fall 2007 Fall - Spring Retention Rate Fall 2006 Fall - Fall Retention Rate Of Color/Other 61.2% 70.3% 56.1% 58.6% 44.6% White 70.4% 72.6% 61.0% 58.8% 43.8% TOTALS 48.7% 72.2% 60.1% 58.8% 43.9% Table 3.6: Retention of New Students with Professional-Technical Degree Goal, Fall 2006 & 2007 Cohorts Fall 2006 Fall -Winter Retention Rate Fall 2007 Fall -Winter Retention Rate Fall 2006 Fall - Spring Retention Rate Fall 2007 Fall - Spring Retention Rate Fall 2006 Fall - Fall Retention Rate Of Color/Other 67.2% 75.5% 44.8% 58.5% 29.3% White 70.7% 68.0% 54.8% 57.4% 42.3% TOTALS 69.9% 69.4% 52.6% 57.6% 39.5%

99 Students 99 and retention were compared with those of students in learning communities that were not counseling enhanced and with students in corresponding stand-alone courses. Preliminary data suggests that while the GPA of students in the counselingenhanced learning communities was no higher, the fall 2007 group had an 82% fall-to-winter retention rate, compared to 74% for students in comparable stand-alone courses. This project is described in more detail in Standard One. The pilot project to increase the number of students advised by teaching faculty was initiated in fall Its goal was to increase the preparation of and support for a number of teaching faculty as advisors. The pilot was based in part on retention research that consistently indicates that connectedness to a faculty member positively influences student retention and on the CCSSE results of spring 2007 that suggest Skagit students were less likely than students in the other Northwest Consortium colleges to receive timely advising, as noted in Table 3.7 below. Thirteen faculty members teaching in the academic unit volunteered for the pilot project; over half of them had already been advising students in varying numbers. Each teaching faculty advisor was assigned a counselor who served as a liaison and mentor. They were also trained as needed either in a group orientation session or individually by their liaison on the electronic Advisor Notebook, a set of online tools designed to provide information needed to effectively advise students. One hundred and fifty-six students were involved in the pilot project. Those students performed slightly better and had a higher term-to-term retention rate than other degree-seeking students. Initial feedback from the pilot group indicated the teaching faculty felt that, with support, they could be effective advisors. Mentoring and development will continue on this project in the hope that the approach will strengthen students connection to the College and, thus, increase retention and persistence. Other efforts under development to promote student retention include increased availability of online advising, re-instatement of a college hour on each campus to make it easier for student groups to meet, development of formal systems for contacting students on academic alert and probation, and a general increase in financial aid and services for students. For example, the addition of math centers Table 3.7: Student Responses on 2007 CCSSE Advising Questions, Skagit and NW Consortium Prompt: By the end of my FIRST FOUR WEEKS at this college, I had met with an advisor to discuss my educational goals. Skagit Valley College Part-Time Full-Time Other Northwest Consortium Colleges All Students1 Part-Time Full-Time All Students1 Yes 38% 51% 44% 43% 52% 48% No, I met with an advisor by the end of my first four weeks at this college, but we did not discuss my educational goals No, I did not meet with an advisor by the end of my first four weeks at this college No, I have discussed educational goals with an advisor, but it did not happen by the end of my first four weeks at this college 1Weighted for Full-Time/Part-Time 5% 8% 7% 7% 7% 7% 37% 21% 30% 26% 22% 24% 11% 12% 12% 14% 12% 13%

100 100 Skagit Valley College Self Study 2009 at both MVC and WIC has increased tutoring capacity. Instructional units have also initiated a variety of tutoring programs to meet the needs of their students. Organization and Staffing There have been a number of changes in the Student Services area since the last full-scale accreditation visit. In 2002, the Vice President for Student Services position was eliminated and replaced with a Dean of Students which combined the positions of Dean of Enrollment Services with other administrative duties related to the Registrar and Counseling. The Dean of Student Services currently reports to the Executive Vice President for Instruction and Student Services and sits on the President s Cabinet. In , the President created the position of Executive Vice President for Instruction and Student Services (EVP), combining both student services and instruction functions under one leadership umbrella. The intent of this restructuring was to develop stronger collaboration within Student Services, and, particularly, between Student Services and instructional personnel to more effectively serve students. In fall 2007, an Associate Dean for Student Life and Retention was established at MVC to oversee the Counseling and Student Life areas and to work with instruction on retention initiatives. In , an Associate Dean position at WIC was created and filled to better manage services at WIC and to better coordinate with MVC. The College s district Student Services directors meet bi-monthly to share and discuss strategies for meeting student needs, organizing services, and proposing new services. Student Services Directors include the Dean of Student Services; the Associate Dean for Student Life and Retention; the Directors of Financial Aid, Counseling, Career Services, and International Programs; the Registration Supervisor; and the Recruitment and Admissions Coordinators at both campuses. Staffing is provided such that student services are available at each campus and center in the college district and online. MVC and WIC Student Services operate year-round with staff assigned in the areas of registration, advising, student government, bookstore, Cooperative Education and Learning into Action sponsorships, financial aid, testing, veterans services, high school dual credit programs, services for students with disabilities, TRIO, women s and multi-cultural programs, worker retraining efforts, transcript evaluation, and student activities. At Mount Vernon, some registration staff members have been co-located with Counseling to provide a more efficient enrollment process for students. San Juan Center (SJC) has a site director and fulltime staff who provide services year-round. South Whidbey Center (SWC) has one full-time staff member and part-time advisors who provide services except during summer, when SWC is closed. Center employees are cross-trained and accurately refer students to resources and staff available by phone or online in other locations. The Business Resource Center (BRC) provides registration services on site. Student Services staff, faculty, and administrator hiring is conducted in accordance with college policy and procedures. Student Services staff members attend professional conferences and meetings and pursue other professional development opportunities selected to keep skills current. Evaluation of employee performance is conducted in accordance with the appropriate negotiated agreements and college procedures. (3.A.2) One counselor at the MVC serves as Director of Counseling, a position that rotates every three years. Counselors hold faculty rank and are covered by the collective bargaining agreement.

101 Students 101 Facilities Extensive remodeling and careful re-allocation of space has ensured that the student and staff work areas at all campuses and centers are inviting, open, bright, and adequately spacious. At MVC, the Student Services staff provided significant input into the newly completed remodel of the Campus Center. All enrollment services, the counseling center, the student life offices, disability support services, testing, and student government staff and services are currently housed in the Campus Center. Over 5,000 new square feet create much-needed study, meeting, and lounge and recreational spaces for students. The remodeled facility also houses the cafeteria, managed by the Culinary Arts program, and the Cardinal Bookstore, a coffee bar, a multipurpose room, a technology center, an information station, a small conference room, a student-operated retail store, and the Skagit Valley College Art Gallery. At WIC, Student Services areas were remodeled in 2003 with additional improvements in Improvements include 800 square feet of additional space that consolidated services for new student orientation, group advising, meeting areas, and office space to house a credential evaluator, veteran s services, and Cooperative Education and Learning into Action. Recently, the student lounge area has been made more accessible and, through student funds, equipped with new furniture and equipment. The WIC Master Plan was updated in 2008 and includes the replacement of Old Main, built in 1943, with a modern facility for instruction, student services, and administration. The College is currently seeking state support for this facility. The San Juan Center is a modern two-story L-shaped building that features four classrooms, a small computer lab, and a student lounge with a signature high glass wall facing an exterior deck and the magnificent view of the islands. Adjacent to the student lounge are the administrative offices where students can get advising and referrals to other College resources as needed. The South Whidbey Center is located in a one-story building with approximately 4,294 square feet of leased space 3,655 square feet of classroom/office space and 650 of common areas. The center has one computer lab, three classrooms, and a student lounge. There is a space allocated for registration and admissions where students can get advising and referrals to other College resources as needed. Policies and Procedures (3.A.3) Policies and procedures that govern student services are outlined in the current Skagit Valley College Operational Policy and Procedures Manual (OPPM). Offices within the Student Services unit abide by clearly defined, published guidelines. Goals and objectives are developed through shared decision-making with students, faculty, staff, and administration under the guidance of the strategic plan. (3.A.3) Student Services is included in the annual institutional budget development process. State allocation average for student services at the state level is between 11% and 13% of operating funds. Student Services at Skagit is funded at 12.6% of the operating budgets. (3.A.4) Students share in the governance process and are represented on all standing committees. The Associated Students of Skagit Valley College (ASSVC) student government reports are a standing agenda item at Board of Trustees meetings, and ASSVC officers meet frequently with the college President. (3.B.2) The student government regularly brings issues to the college administration via Student Services administrators or through the College s governance process. ASSVC is described in more detail below. Student Support Services (3.D.2) Disability Support Services The Disability Support Services (DSS) office on each campus ensures that students with disabilities have equal access to programs and facilities and provides individualized counseling and advising to students with disabilities. Appropriate academic

102 102 Skagit Valley College Self Study 2009 accommodations and/or adjustments are discussed, determined, and provided on a case-by-case basis. At MVC, DSS staff includes a counselor and a full-time support staff position; WIC office staff includes a DSS counselor and a three-quarter-time support staff position. In the last 10 years, the DSS offices have significantly improved student testing accommodation and access to adaptive technology. MVC now maintains a dedicated testing and assistive technology lab in which the most current assistive hardware and software are provided along with instruction. DSS has committed resources to provide text-to-speech conversion on-site so that students with print challenges can quickly receive alternate format instructional materials. Further, Skagit has joined the Textbook Consortium at Pacific University as well as the California Community College s High Tech Center Training Unit s AMX database, providing more timely access to e-texts and shorter wait times for the alternative text formats. The Skagit website has been redesigned following Universal Design concepts to be accessible to students with disabilities. A close working relationship is maintained with the rest of the College. Faculty are encouraged to announce in their syllabi that disability support services are readily available to qualified students. DSS works with Physical Plant and Security staff to see that matters of physical access and path of travel are promptly addressed. Information about access to the DSS office and to the Americans with Disabilities Act (ADA) Compliance Officer is featured in all publicly available materials. Over the past decade, DSS has worked with IR to assess student satisfaction with their activities and student outcomes. In the winter 2004 survey, students indicated high satisfaction with information and procedures provided by Skagit DSS staff, with somewhat lower satisfaction with information and publications. A cohort-tracking methodology was used to assess students who started at Skagit in fall The results indicate that students with disabilities have higher fall-to-fall retention rates (56%) than students who have no reported disability (46%). The primary goal of DSS is to ensure equal access for students with disabilities in compliance with federal and state laws. Since the last accreditation evaluation, there have been no disability-related external complaints or grievances filed against the College. In addition to maintaining equal access, the DSS staff is concerned about student success and regularly refers students to the TRIO program and other support services for additional assistance. Multicultural Student Services Multicultural Student Services (MSS) assists traditionally under-represented students achieve academic success through counseling and programming activities and supports the maintenance of a welcoming, safe, and constructive environment for all students. Two full-time counselors at MVC serve the MSS students and report to the Director of Counseling. Given the growing Hispanic population in Skagit County, both counselors are bilingual and provide cultural as well as language support for Hispanic students and members of the Latino community. There are no similarly dedicated positions at WIC or the centers. MSS has made a number of changes to improve multicultural students access to services and their full integration into the College. In 1999, because of the increasing numbers of multicultural and English-as-a-Second Language (ESL) students on campus, MSS staff began to focus on advising under-represented students. Since then, additional bilingual employees have been hired and changes made to make access to services easier and more available, including the addition of evening advising hours. MSS works with IR to assess student satisfaction with MSS services. Student surveys in winter 2003 and winter 2004 indicated that the majority of students (75%) were satisfied with the services provided by MSS, a rate that could be expected given the limited availability of multicultural counselors. Traditionally, ESL students were registered in the ESL class using class time, giving them little if any

103 Students 103 exposure to registration or other student services. In 2004, MSS staff began ESL advising and registration. ESL students now receive student ID cards, campus tours, and information about campus services, hopefully increasing the chances of students to successfully bridge to college-level classes. The Champions of Diversity (COD) program was established in 2000 to raise and distribute scholarships for multicultural students. In 2007, 21 scholarships were awarded to high school seniors planning to attend Skagit. In 2005 there were no endowed scholarships for multicultural students offered by the Skagit Valley College Foundation; now there are three, each funded at $10,000. Approximately 25 multicultural scholarship students enroll at Skagit each year. Prior to 2000, there was no mechanism in place to enroll MSS students in Fast Track (the College s week long intensive orientation program), leadership classes, or college success skills courses. Now, COD and multicultural student scholarship winners are advised to participate in Fast Track before fall quarter starts. Since there are 1,200 self-identified multicultural students enrolled in the district and limited time for MSS counselors to advise them, the Calling All Colors Club (CAC) was established to provide additional assistance to students. MSS advisors use the club s weekly meetings to help members navigate college systems. Attendance at the meetings has increased from 15 at its inception in 1998 to 40 in Retention of multicultural students has increased as relationships are built and club advisors are able to intervene with students on issues as they arise. A Calling All Colors chapter has been established at Western Washington University (WWU) to increase the retention and transfer rates of students of color. TRIO Student Support Services The TRIO Student Support Services Program (TRIO) is a federally funded grant program designed to increase the retention, graduation, and transfer rates (to four-year colleges) of low-income and first-generation college students and students with disabilities and to foster an institutional climate supportive of their success. The program has been offered to students at MVC and WIC for the past 25 years. The number of students served each year is limited, insuring that services are intensive. Services include a strong instructional component focused on college success skills, one-on-one tutorials, academic and transfer advising, counseling, financial aid assistance, advocacy, and ongoing follow-up. TRIO grant aid was made available to eligible students beginning in 2001 based on research which indicated a positive effect on persistence of disadvantaged students when institutions with strong TRIO programs also provide additional grant aid to students. Eligible students are invited to apply at the end of fall quarter for winter grant aid awards. The process is conducted through the financial aid office. The program has consistently and substantially exceeded the contracted number of 210 students to be served each year: an average of 288 students per year has been served over the past five years. The program has also exceeded all program outcome objectives for the past five-year grant cycle, including outcomes for retention, graduation, transfer, and academic progress. The performance of students served by the TRIO program not only exceeds the performance of other disadvantaged students but the performance of the general population as well. Students served by the program rate all services very high. A survey conducted by IR in 2003 and again in 2005 showed that 98% of students responding indicated they would recommend this program to other students. In addition, all individual services were also rated high, with instruction in college study skills leading the way with 96% of students in both surveys being very satisfied or mostly satisfied. On the same scale satisfaction with counseling was 91%, tutoring 82%, and advising 92%. A survey of TRIO students using selected CCSSE questions also indicates the success of the program. TRIO students indicate that the program provided greater support to succeed socially and academically and fostered better relationships with office and admin-

104 104 Skagit Valley College Self Study 2009 istrative personnel than was reported by non-trio students. It is clear from the data that the program is doing what it was intended to do: retain, graduate, and transfer disadvantaged students. Additionally, it appears the services being provided by the program are needed by students, are marketed effectively to attract students that need them, and are effective in meeting the students academic and other needs. TRIO is perceived and treated as an institutional program rather than a separate grant-funded program. It has had a prominent place in the College s plan to grow and maintain enrollment through retention. This prominence is reflected in the institutional support that comes from across campus, support that few federal programs of its kind enjoy. It includes funding for program counselors; a voluntary grant aid match from the Office of Financial Aid that provides monetary support to the neediest students; a tenured English/reading instructor provided each fall by the Academic unit to co-teach a developmental learning community that has been in place for 14 years; funding through Student Services and the Academic unit to support increased demand for tutoring; twenty laptops from the Boeing Company, acquired through the SVC Foundation to enhance the program s Laptop Loan service; and inclusion of TRIO as an integral piece in the advising pipeline serving at-risk students new to the College. Veterans Services The primary purpose of the Veterans Education Office is to provide services to veterans and to their eligible spouses and children when they apply for and use any of the five Veterans Administration (VA) education entitlements currently available. The office is staffed by one permanent part-time employee and up to five work-study students. Services include explanation of eligibility requirements; assistance in accurately completing necessary applications; explanation of VA, state, and Skagit requirements and responsibilities; monitoring of student progress to insure compliance with all federal and state law, regulations, or policies; and counseling when necessary to insure compliance. The office also determines and applies any tuition discounts or waivers students may be entitled to, maintains accurate student files, and completes all required reports and student enrollment certifications in accordance with current VA requirements. Since 2000, the number of students attending Skagit using VA education benefits has averaged 250 per quarter. Those students have earned 758 degrees or certificates or have completed other education goals. Student satisfaction surveys conducted since 2003 show that information and services provided by the office meet students needs and are clear, dependable, accurate, and timely. The surveys also indicate that staff members have the appropriate knowledge and skill required of their position, and are courteous, friendly, available, and approachable. In the 16 federal and state program audits conducted since 2000, only three minor discrepancies were noted, all corrected immediately. Because of Skagit s low discrepancy rate, the Washington State Higher Education Coordinating Board determined it was unnecessary to conduct an audit in In addition, Skagit s Veterans Education Office was one of only five in Washington State selected by the VA to test a new online student certification and reporting program, now in use nationwide. Women s Programs During , approximately 62% of Skagit students district-wide were women. Women s Programs provide many of them with personal assistance in entering college and exploring educational and career choices and provides personal and transitional counseling and support groups. Staffing includes a half-time counselor/director, a full-time Life Transitions Program (formerly Displaced Homemakers Program) coordinator, part-time instructors, a part-time office assistant, and volunteers. Services include information and referral to community resources, quarterly workshops and featured speakers with a focus on women s interests and issues, and a student leadership project. Currently,

105 Students 105 the program also offers childcare assistance for all students by means of a grant from the State Board for Community and Technical Colleges (SBCTC) and money from student activityfees. The success of the Life Transitions Program is clear. Fully 98% of the program participants surveyed since 2003 (N=920) reported that they were very satisfied with the program. The Life Transitions Center has served more than 800 students in the intensive job readiness classes and serves an average of 200 students per year. The latest review for found that the Center significantly exceeded the state s required student enrollment: 200 enrollees were required, 241 enrolled, and 217 (90%) completed the program. Skagit s enrollment and completion rates for this time period were the highest in the state system. Since 2003, program graduates have earned 142 FTEs, and 80% of DHP graduates have gone on to enroll in degree or certificate programs at Skagit. Plans for the future include short courses in math and technology to assist transitional students to be more successful and to have more confidence in their ability to be successful in college courses. Surveys suggest that childcare continues to be an issue for students, 33% of whom are parents. In a survey of MVC students conducted in May 2006, 45% of respondents said that childcare costs prevented them from enrolling in or attending some classes and 76% of respondents knew someone who could not attend school because of childcare costs. Financial Aid (3.D.6) The Financial Aid (FA) Office supports students by offering grants, scholarships, loans, and employment opportunities. At MVC, the staff includes an Assistant Director and four full-time support staff who report to the Director of Financial Aid. At WIC, one full-time staff member reports to the Vice President of WIC.The Center directors assist students at their location with financial aid questions. Consumer information given to each student is clear and includes detailed instructions, and any student with a financial aid problem receives individual assistance. A Guide for Financing Your Education, a concise two-page guide for students about all categories of financial assistance, is available to students online and at the FA office. (3.D.7) Financial Aid funding comes from federal, state, institutional, and local sources. Appropriate policies and procedures are followed in accordance with funding source guidelines. Electronic processing of applications has expanded dramatically over the past five years. The work of the SVC Foundation has helped to increase the number of scholarship opportunities and funds available to students. Electronic applications and efficient processing of applications gets financial aid funds into students hands quickly. In , 100% of FAFSA (Free Application for Federal Student Aid) forms were completed on paper. By , the emphasis on the faster and more accurate electronic FAFSA on the WEB resulted in 87% online applications at Skagit. As a result, significantly fewer corrections to student files were needed, leading to faster delivery of students checks. (The paper FAFSA takes six weeks for processing, while the web-based application takes one to two weeks.) Financial Aid staff members strive to process all completed files within two weeks of receipt of the electronic FAFSA record. The rapid processing of awards gives students a better chance of success: when their funds are available at the beginning of the term, they are better able to keep on track with their educational plans. Information about scholarships and the scholarship application have been available online since 2002, providing students with easy and efficient access to details about scholarships and improving the accuracy and readability of applications. The number of scholarships and the funds awarded to students increase yearly. In 2003, $130,000 was awarded to 84 recipients; $205,950 was awarded to 100 recipients in Student loan processing at Skagit has also improved with the adoption of electronic systems. During the past decade the College has gone from an entirely paper-based application to an almost completely online process. The online process includes the entire

106 106 Skagit Valley College Self Study 2009 student application as well as loan counseling, fund requests, and fund returns, giving students a quick and more accurate way to request and receive funds. The number of student complaints with the online loan system has declined each year since implementation, from 40 in 2001 to five individual complaints in (3.D.8) Skagit loan default rates ranged from 5.6% to 12% during the years 1997 through 2005 and continue to be within allowable federal standards. Accounting and balancing for all accounts is completed monthly so that the eight million dollars of financial aid funds are accurately accounted for. The default management process is successful, as the rate continues to be at acceptable levels, as verified through state audits. Fund balancing, requisition, and accounting is very accurate and efficient at both the state and federal level with the Federal Common Origination and Disbursement and the state Higher Education Coordinating Board (HECB) quarterly interim report. These edit-based systems allow for efficiency and for a 100% accuracy rate in accounting for funds. The Federal Title IV Refund and Repayment software is internet-based and yields a 100% accuracy rate in calculating the amount of the school refund or student repayments owed.student employment opportunities are available for students enrolled in six (6) or more credits at Skagit Valley College. Programs offered are Federal College Work Study, State Work Study, and Institutional work study. Federal and state work-study programs are need-based. The state program requires students be employed in their major or interest area. State work study is paid at the entry-level wage rate as determined by the state. Institutional and federal work study are paid at least minimum wage Counseling and Advising (3.D.10) The goal of the Counseling Center is to provide district-wide guidance to assist enrolled and potential students with academic, career, and personal decisions. At MVC, the staff includes 10 full-time faculty counselors, six full-time support staff positions, four part-time support staff positions, and part-time work-study positions. Eight of the ten full-time faculty counselors and the support staff positions report to the Director of Counseling, who reports to the Associate Dean of Retention and Student Life. Two of the full-time faculty counselors report to the Director of Student Support Services. During fall quarter 2007, counselors at MVC advised an average of 970 students per month. At WIC, the staff includes three full-time faculty counselors and one part-time academic advisor; as of 2008, all report to the Associate Dean for Instruction and Student Services, who reports to the Vice President of WIC. At the San Juan and South Whidbey Centers, counseling is provided by the center director and staff. Counseling is available year-round at MVC, WIC, and SJC and part-time during the academic year at SWC.Counselors provide group and individual advising as well as orientation. Counselors also assist with crisis intervention and short-term personal counseling. A referral list of local community counselors is maintained so that effective referrals can be made. Advising is available with counselors or teaching faculty by appointment and on a drop-in basis, and live online advising was initiated in fall Counselors have additional responsibilities, including with TRIO Program administration; Running Start, high school completion, GED, and university transfer programs; disability support; women s programs; veterans and multicultural/esl services; and worker retraining. Counselors teach leadership, student success strategies, career exploration, employer/employees roles and perspectives, and job search classes. According to the results from CCSSE administrations presented in Table 3.8, the majority of students using advising services are satisfied with those services (75%). However, students indicate a decreasing use of advising services, down to 58% in 2007 from 64% in They are unwavering in their perceptions about the importance of advising.

107 Students 107 Table 3.8: Student Responses on CCSSE Advising Questions Year Very or Somewhat Important Use Often or Sometimes Very or Somewhat Satisfied % 64% 77% % 58% 74% % 58% 76% At WIC, the Student Services area administers a survey annually to their students. In spring 2007, 76% of respondents reported that they were pleased or very pleased with advising services on campus, compared to 65% in 2006, 61% in 2005, and 64% in When MVC students were asked on a 2007 webbased survey Where do you most often get information about the requirements for your educational program? they responded as follows: 43% obtained information from a counselor, 33% from the catalog, 12% from a teaching faculty member, 8% from another student, and 4% from friends or family who were not attending Skagit. Electronic access to advising information has had mixed impact. Skagit s new online real-time advising system has worked well for students. In a 2006 survey administered to the 416 students who used the service during the pilot quarter, 85% of respondents were satisfied with online advising delivery, and 97.5% of the respondents reported they would like online advising services to continue. On the other hand, online registration has contributed to problems with student connectedness to the College. With the initiation of online registration in 2001, advisor signatures are no longer required for returning students. Consequently, fewer students seek advising from academic faculty; counselors now see the majority of academic students. Based on retention research that consistently indicates that connectedness to a faculty member positively influences student retention, efforts began in fall 2007 to reverse this trend. The pilot projects described earlier in this chapter were developed to encourage that reversal. As students preferences for emerging technology continues to rise, it will be necessary to expand the use of online advising throughout the district. To help counteract the potential negative effects, advisor training will continue with academic faculty. The more opportunities that students have to connect and interact with all advisors, the more effective counselors can be with intensive, deliberate advising. Career Services (3.D.11) The purpose of Career Services (CS) at Skagit is to assist students through all phases of their career development and to provide leadership to the institution with career development concerns. The MVC CS staff includes a Director of Career Services, a Program Assistant, and a Cooperative Education Coordinator. WIC career resources are offered in the library, and career guidance is offered by three counseling faculty. CS impacts students at multiple stages in their Skagit experience. Career advising provides guidance for potential students, undecided transfer students, and others in transition. CS helps students obtain work-based and service learning placements through management of Cooperative Education, Learning into Action, Students-in-Service (an AmeriCorps-funded paid internship program), and off-campus work-study. CS staff members also coach individuals in job search skills. Since 2004, 21 students enrolled in the Students-in-Service program have provided 11,400 volunteer hours of community service and in recognition have been awarded $34,250 in scholarships. College students, secondary students, employers, and job seekers consistently benefit from CS career events. Surveys of career fair exhibitors and attendees reveal high levels of satisfaction, as do those of high school students attending Try-a-Trade events. A CS program review covering demonstrated that CS activities contribute directly to Skagit s strategic goals. A 2002 study, designed to determine whether MVC CS career counseling of

108 108 Skagit Valley College Self Study 2009 non-matriculated individuals led to subsequent college enrollment, indicated that 41% of those receiving career counseling enrolled at Skagit within two quarters of the counseling session(s). In keeping with changes in student demographics, CS increased web-based career and employment services, resulting in greater accessibility and use by students and employers. Since 2004, web-based access to the Washington Occupational Information Systems career planning resource has resulted in a 600% increase in district-wide use. In 2005 CS purchased InterfaSE, a web-based career and employment system. Since the implementation of this system, significant increases in registered employers and job seekers have been recorded each year. Future initiatives for CS include contributing to secondary-through-postsecondary implementation of a career pathways approach to curriculum planning, to advising, and to marketing of college programs. CS must add materials to the Parent Resource Center to provide career planning resources for parents of secondary students, and updates to CS web pages will create more interactivity and clarity for users. Health Services (3.D.12) Health Services provides information to Skagit Valley College students and employees, and to the communities served by the College. Health Services is staffed by a part-time coordinator who reports to the Associate Dean of Student Life and Retention. A primary focus of the office is dissemination of consumer and student health insurance information, much of which is delivered via the website. Educational health materials and supplies are also provided at MVC and WIC. Educational and health programming is conducted throughout the year. Blood drives and flu clinics are quarterly events at MVC. In addition, the Health Services office recommends and enforces policies regarding communicable infectious diseases, immunization, and international student health insurance. International students are required to hold current health insurance either in their home country or via a student plan they can purchase at Skagit. Tracking, enforcing, and maintaining these programs is increasingly time intensive and removes focus from programs for the campus, but policies enforcing immunization and tuberculosis testing for all campuses are a proactive step in ensuring the health of the campus community in the event of a health emergency. Policies are strong, and systems to enforce compliance are in place. Between 95% and 99% of international students are currently in compliance with Skagit s insurance requirements, according to the student database. Progress toward increased student health is indicated by the following: Eighty-five percent (85%) of Skagit students who apply for a state-sponsored health care program through the Health Services office are enrolled in the program. Seventy percent (70%) of the visitors to Health Services report having viewed the website as a first step to obtaining information about insurance programs. District-wide, health supplies are heavily used and restocked quarterly, such as condoms (500 per quarter), over-the-counter pain medicines (400 doses), and brochures (750). The Health Services office collaborates with local agencies, including the Puget Sound Blood Center, Skagit County Health Department, Visiting Nurse Personal Services, Planned Parenthood, Basic Health of Washington State, and Sea-Mar Community Health Services. Quotas for immunizations (35 doses per clinic) and blood donations (50 donors per drive) are exceeded on a regular basis. Measles, mumps and rubella immunization and tuberculosis testing policies are applied districtwide. The Health Services website has also made health information available in real time for the entire district. The site averages 300 visits per week. Consequently, students seeking health resources

109 Students 109 who come to the office for consultations are more prepared and informed, and the College is able to serve as a resource for community members. The Health Services office is very successful at meeting the health needs of the college district, but managing health services has become challenging: the program has successfully grown and the half-time coordinator has other student service responsibilities. Campus Housing Campus View Village (3.D.13) Campus View Village (CVV) is a seven-building, apartment-style housing complex on the north end of the MVC that houses up to 136 students. CVV is owned by the SVC Foundation and operated jointly by the Foundation and the College. It is open to students year round, though occupancy rates vary from quarter to quarter. The complex is always full during the fall quarter and usually sustains occupancy above 90% during winter and spring quarters. Currently, approximately 60% of CVV residents are international students. The complex also houses a large number of athletes and others who come from outside of the service district to attend Skagit. In exit surveys conducted over the last ten years, 52% of students who reside in CVV report that they chose to live there because of its proximity to campus. Eleven percent said that they did so because of the low cost, and 10% said they wanted to meet new people. CVV is staffed with one full-time resident director, one part-time office manager, and four studentresident assistants. CVV professional and student staff work to create an environment that is conducive to and encouraging of student learning. Four resident assistants plan and implement at least three programs per quarter, providing a wide variety of social and educational events for residents to choose from. Forty-nine percent (49%) of CVV residents surveyed since 1998 report that they have attended CVV events. In addition, staff is trained in conflict resolution, crisis management, and disciplinary intervention to ensure a safe and healthy living environment. The reason cited by the majority of students (66%) for moving out of CVV is that they are leaving or graduating from Skagit. Fewer students (17%) report leaving because of dissatisfaction. The most common complaints are about lack of privacy, noise, and the overall environment. Housing provided at CVV has become essential to the success of the College. Approximately half of the international students attending Skagit live at CVV, adding much needed diversity to the campus community. Instructional departments and the athletic program also depend on available housing at CVV to recruit students from outside of the area. At the same time, the ages and diversity of residents present significant challenges to CVV staff. Most residents have never shared a close living space, many have never cooked for themselves, and most haven t lived cross-culturally. Some students complain about excessive noise at CVV, while others report that the rules of conduct stipulated in the housing agreement are too strict. While these differences are challenging, they also provide invaluable preparation to residents for future work and living environments. Through education, timely interventions, and consistent example set by CVV staff, residents learn a great deal about themselves and others through the CVV living experience. Food Services (3.D.14) Food service is available in the newly re-designed and remodeled cafeteria, in the student-run restaurant, and at the coffee bar adjacent to the common room and student lounge area. All three outlets are attractive and comfortable and include internet access so that students can study while they eat or snack. In the cafeteria and in more formal dining in the Cardinal Café, students are offered a fullservice menu from 7:30 a.m. through 1:30 p.m.; all menus include a wide selection of foods to meet a variety of nutritional needs. The Culinary Arts and Hospitality Management program uses these food outlets as both lab and employment opportunity,

110 110 Skagit Valley College Self Study 2009 offering hands-on training for students and professionals planning to work in the hospitality industry. Food service facilities have passed all health and safety inspections conducted by city and county inspectors. Bookstore (3.D.18) The Delbert Tillotson Cardinal Bookstore at MVC and the Cardinal Bookstore at WIC are owned by Skagit Valley College and support the academic mission of the College by providing course materials, supplies, and general merchandise to students, faculty, and staff while operating as a self-sustaining department. Profits from the bookstore operation are divided in thirds and distributed among the associated students, the technology infrastructure for store operation and point-of-sale equipment, and the bookstore future development fund. The bookstores serve students, staff, faculty, and community, providing at- or near-cost services to support Skagit, such as shipping services and ordering and distribution of graduation regalia. Both bookstores carry program uniforms and tools for professionaltechnical programs, in addition to college-branded clothing and gift items. Online and campus-based students can use the bookstores websites to find information and make purchases, and agencies and other financial organizations can access pricing and required materials information. Opportunities exist for student, faculty, and staff to participate in the development and monitoring of bookstore policies and procedures, as in any other service department of the College. Faculty are actively solicited for review and recommendations of materials to enhance the intellectual climate of the campus community. In 2008 the Bookstore Committee was reinstated after several years of inactivity. Any member of the college community can also submit recommendations, raise issues, or monitor bookstore activities through the governance process, ASSVC, administration, or instructional areas. Academic Support Services (3.A.1, 3A.3) Running Start The Running Start program was created by the Washington State legislature to provide academically qualified high school juniors and seniors the opportunity to take tuition-free college level classes while enrolled in high school. The students receive both high school and college credit for completed classes. At MVC, one full-time faculty advisor coordinates Running Start services under the supervision of the Director of Counseling. At WIC, three faculty counselors provide advising to Running Start students. Communication with students, parents, and the high school counselors is critical, and much focus has been placed on shared materials prepared in English and in Spanish. A yearly newsletter is sent to Running Start students and parents, and a high school counselor group has been established for collaborative and on-going communication. Each quarter, Skagit counselors and administrators convene a meeting attended by high school counselors where information is exchanged about changes and services. Running Start program student satisfaction surveys, conducted by Institutional Research in and , have asked for feedback regarding admissions and enrolling processes, availability of classes and information, assistance of counselors and staff, and satisfaction with services received. The combined data from both surveys indicate that 83% of students are mostly satisfied or very satisfied with their experience as Running Start students. Other program studies have shown the following: The number of Running Start students has increased from 481 students in fall 1996 to 583 in fall 2007, an increase of 21%. M ore than half of Running Start students who do not finish their degrees at Skagit while in high school either return a second year as

111 Students 111 Running Start students or return to Skagit as general population students. Running Start students have higher college GPAs at Skagit than students not in Running Start. Currently the average GPA for Running Start students is 2.9; the average GPA for students not in Running Start is 2.3. Tutoring Services To help students succeed in reaching their academic goals, tutoring services are available: drop-in math tutoring, sign-up writing tutoring, and study groups in other subjects at MVC; drop-in tutoring in math and other subjects at WIC; and tutoring in the math lab and by appointment at SJC. Tutors are most often Skagit students who have been recommended by instructors, and training is provided for each tutor prior to beginning tutoring work. Successful outcomes in math classes are a top priority at Skagit, and to provide adequate support, drop-in math tutoring hours have been increased at MVC and WIC. Services have also been expanded to make use of the Math Center, in addition to the Tutoring Center, to provide more space to accommodate students. One-on-one tutorials are also offered and are a critical piece of academic support provided to students in the TRIO program. Over the last five years, 54-59% of the TRIO students served each year used the one-on-one tutoring available to them through the program. A survey of student satisfaction conducted by the TRIO program in 2003 indicated that 90.3% of students who used TRIO one-on-one tutoring reported they were very satisfied or mostly satisfied with tutoring services. Evaluations of both one-on-one and drop-in tutoring services are conducted each quarter. As indicated in Table 3.9, results over the last five years indicate that, consistently, the majority of students report that tutoring helped them to improve their grades. To see if math students needing help were aware of and using drop-in math tutoring services, student surveys were conducted in 2004 and Results indicate that the number of math students surveyed who had used drop-in tutoring had doubled from 24% in 2004 to 48% in This corresponds to an increase in the number of tutoring hours and expansion of drop-in tutoring at the Math Center. Results from the 2007 survey also indicate that math instructors have been instrumental in marketing the tutoring services. Tutoring also provides employment for students, with an average of 72 tutors hired each year over the last five years at MVC. Tutor comments on program evaluations indicate that the majority of tutors find their contribution to the college community to be a rewarding experience. The evidence indicates that students are aware of and are using the tutoring services and are finding them effective. The College also recognizes that tutoring is a successful and effective intervention and has been very supportive of tutoring services. For example, in 2005, when faced with an institutionmandated tutor wage increase of 58%, followed by a loss of funding from the ASSVC, the College provided over $24,000 in additional funding. In addition, the College provided new funding for math tutoring at SJC beginning in One of the current challenges is meeting the tutoring needs of our online learners. The number of students taking online courses has increased significantly. To meet the needs of online learners unable to access the tutoring services on campus, tutoring staff members Table 3.9: Summary of Drop-In Tutoring Evaluation Results Year Reporting improvement in grade with tutoring Rating tutor as good or excellent N=125 N=126 N=72 N=95 N=89 76% 78% 81% 79% 91% 98% 96% 95% 97% 97%

112 112 Skagit Valley College Self Study 2009 are researching online tutoring options, and an online tutoring pilot project is on-going. Learning Into Action and Cooperative Education Learning into Action (LIA) is a requirement for the transfer degree that links student learning with a student-selected project. An industry-based cooperative education experience (Co-op) is required for all ATA-degree seeking students. LIA and Co-op activities contribute to Skagit s mission and goals of establishing and nurturing mutually beneficial partnerships between the College, employers, and other community organizations. They help students develop workplace readiness and employment opportunities while contributing service to the community sponsors. Both activities help students meet the Application and Integration Learning Value in Skagit s General Education program. The LIA and Co-op programs are administered by the Career Services staff at MVC, a part-time staff member at WIC, and by the site director at each Center. These staff members work collaboratively with faculty and students to develop projects and placements and to monitor student performance. During the past decade, LIA and Co-op had not changed substantially, but with a recent change in the general education program, the LIA experience could also be approved and count as an integrated experience degree requirement. Online delivery of services has increased and made course orientations, syllabi, forms, and seminars clear and easily accessible to a wider audience. This has increased participation in Co-op seminars and improved access for distance learners. The Learning into Action degree requirements and assessments are discussed in detail in Chapter Two. Student Media (3.D.19) Skagit Valley College operates a full-time FM radio station (KSVR 91.7), broadcasting a variety of music and talk programs in Spanish and English. KSVR presents artistic and informational messages that further the mission of the College and provide information for the community and serves as a voice for the student body. The station is staffed by a fulltime manager, an underwriting coordinator, and a Spanish-language programs coordinator and is funded by a combination of student fee revenue and grant funding. KSVR offers volunteer and paid staff positions to students that correspond to their interests and abilities. Each quarter, students choose from course offerings in media broadcasting and journalism. Students operate daily newscasts, produce and engineer a periodic news magazine, maintain a music library, and/or serve on a team of music reviewers. Students can also apply for radio shifts, giving them the opportunity to participate in engineering live broadcasts of news or musical performances, and/or to make voice announcements. KSVR provides a vital service to the Spanishspeaking community of the Skagit Valley. In 2005, Skagit County and Washington State University surveyed 3000 respondents identified as Spanish speakers. The results showed that 75% of Spanish speakers get most of their news and information from the radio. As KSVR is the only station in the area that broadcasts in Spanish, KSVR is the Spanish-speaking community s top source of news and information. Half of KSVR s programming is in Spanish to serve the increasing Latino population. In 2006, a full-time Spanish program coordinator was hired to supervise the growing number of Spanish-speaking volunteers at the station (approximately 15 currently) and to help produce programs and public service announcements. KSVR produces over 250 localized public service announcements each year, half in Spanish and half in English. In all, these announcements are aired approximately 5,000 times annually (about 109 hours of announcements). Skagit also publishes The Cardinal, a student periodical newspaper that prints 1500 copies per issue and is distributed at MVC and WIC. The Cardinal publishes a variety of material from campus news to contemporary comics. The Cardinal staff includes an editor, assistant editor, photo editor, and advertising director. The newspaper is the practical lab for

113 Students 113 two journalism courses, and any student can submit articles for publication or assist with photography and graphics, advertising, and overall production. Students make all final editorial decisions about content. The Cardinal and KSVR collaborate with various campus offices to promote the activities and offerings of the College, including student club activities, course offerings, and co-curricular programs. As with other co-curricular programs, student involvement in media has been sporadic over the last few years. Students who are involved with media activities report that they have numerous other commitments that compete for their attention. In fact, it has been difficult to keep a full student staff at both media outlets. To address this difficulty, KSVR and The Cardinal have flexible structures that allow students to try out multiple roles and commit at a comfortable level. Student Activities, Student Responsibility, and Leadership (3.D.15, 3.D.16, 3.B.2) Student Leadership Structure Students have a number of opportunities to be involved in leadership across the district. Student government, student-funded college programs, and clubs offer leadership positions in a variety of areas that match student interests and ability levels. MVC and WIC each has a student government body and program board as well as clubs and organizations, some of which are connected to instructional programs. At SJC and SWC, students vote each year in district-wide elections, and each center has a seat on the district student government. Leadership Development The MVC and WIC student life and retention units are staffed with professionals who advise student groups, assist with financial and administrative procedures, and guide students in their personal development while they are in leadership. Staff members are experienced in programming, leadership theory, conflict resolution, and student development theory. They are becoming more intentional about training and mentoring students in leadership, but improvements could be made in this area that would consolidate student development resources to ensure a more consistent quality of experiences for students. In bi-annual focus groups held over the last six years, student leaders report that college staff and administrators listen to them, that they (student leaders) have made positive changes to benefit other students, and that they have learned skills that will help them in their work environment after college. However, in focus groups, students report difficulty connecting with each other across leadership groups, clubs, and organizations. Physical spaces have been remodeled on both campuses and now provide room for government members, club officers, and other leaders to work in close proximity. All student leaders are invited to periodic leadership training and orientation events. These usually take place early in fall quarter and at least once more during each academic year. Leaders at Skagit start out in their leadership roles without any pre-service preparation. Students summer work schedules and a lack of funds allocated to training have made it difficult to prepare students for service. In leadership focus groups, students consistently report that they weren t clear about their leadership duties when they assumed their positions and that they would like to improve the transmission of knowledge and experience to their successors. When weighed against funding for other campus groups, however, the student government has repeatedly placed their own pre-service training behind other priorities. In fall quarter 2006, the MVC Student Life office piloted the Leadership Experience and Development (LEAD) Program, which offers students across disciplines and across leadership experiences an opportunity to earn a non-transcripted certificate that documents their experiences, leadership coursework, community service, and accomplishments. The program was a healthy step toward consolidating leadership development efforts across the district. Assessment conclusions are premature; at present (spring 2008) only five students have

114 114 Skagit Valley College Self Study 2009 completed the program. In addition to this step, more consistent communication with club advisors, program chairs, and other campus leaders would provide more students contact with other students, more funding for creative projects, and more meaningful connections with college faculty and staff. All major college committees involve student members, and the student government and other organizations regularly contribute to decision-making on campus. If a student is intentional about his or her leadership development and about making a positive contribution to the College, s/he can have a life-changing experience at Skagit. (3.B.2)To meet the need to connect students from different student groups at MVC, student leadership space was doubled in the 2007 remodel of the Campus Center building. Now, all clubs and organizations have space available in the leadership center for meetings, work, and storage. Student leaders connect instructional areas, college programs such as athletics, theater, music, and media and the student government into one cohesive network. (3.D.17) All areas under the Associate Dean for Student Life and Retention contribute to the education of students inside and outside of the classroom, including student activities, student leadership, counseling services, campus housing (Campus View Village), athletics, student media, health services, and student conduct. Research on student success indicates that if a student is engaged constructively in the campus community, s/he is more likely to graduate and report a better learning experience in college. Staff and faculty members within each of these areas work diligently to provide students with rich curricular and co-curricular experiences that motivate them to succeed in college regardless of their preparation. (3.D.16) Skagit is known as a friendly college whose students are generally engaged on campus. The student responses presented in Table 3.10 and Table 3.11 from the CCSSE administrations suggest that students increasingly believe that the College provides social support and, compared to students at other colleges, they are more satisfied with co-curricular programs. Student Activities (3.D.15) The Student Life Office at MVC and the Student Programs Office at WIC provide quality co-curricular experiences for students who wish to participate. A wide variety of programs and activities Table 3.10: Student Perceptions of Social Support Prompt: How much does the college provide the support you need to thrive socially? Very little 30.5% 31.2% 25.0% Some 41.4% 41.1% 43.1% Quite a bit 21.4% 20.8% 22.9% Very much 6.7% 6.9% 9.1% Table 3.11: Student Satisfaction with Co-Curricular Programs from CCSSE 2007 Prompt: How satisfied are you with the co-curricular programs offered by your college such as lecture series, plays, music, athletics, Skagit Valley College All 2007 Colleges other special programs and activities? Very satisfied 17% 14% Somewhat satisfied 35% 30% Somewhat dissatisfied 11% 9% Very dissatisfied 1% 3% Did not attend 37% 44%

115 Students 115 are planned and implemented by students and staff, many tied directly to classroom learning experiences or targeted to students who are making decisions about lifestyle choices such as alcohol use, sexual activity, and/or use of leisure time. Student activities in the district are implemented by two three-member student program boards (one on each campus) that are advised by a student activities coordinator at MVC and two student programs advisors at WIC. The student government and program board groups conduct surveys at least annually to determine what issues are of most importance to students and what activities they would most like to see take place. Consistently, students rank parking and the cost of books as major concerns. Requests for activities vary significantly from year to year. While there is an active group of students who participate in government and other activities, they represent a small percentage of the overall student population. Participation in activities and programs is low, as indicated by the CCSSE data presented in Table 3.12; more than 75% of the respondents over the years report not being involved in such activities or programs. Table 3.12: Student Participation in Co-Curricular Activities by Hour Category Year None 76.5% 76.9% 75.8% 1-5 hours 15.4% 15.9% 16.0% 6-10 hours 3.5% 3.6% 3.0% hours 2.0% 1.9% 2.6% hours 0.7% 1.0% 1.5% More than 30 hours 1.9% 0.7% 0.9% While this low involvement is not surprising given the number of students who have work and family obligations outside of school, the goal of MVC Student Life and WIC Student Programs is to create community and provide activities for as wide an audience as possible, since almost all Skagit students pay activity fees to fund such programs. At MVC, the 2007 remodel of the Campus Center has increased the sense of community, providing new dining, recreation, study, and programming spaces for students and including the bookstore and coffee shop in the building. The implementation of a district-wide student system in 2007 provides programmers and other campus offices improved communication with the student body. The Student Life office at MVC and Student Programs office at WIC are working to increase participation, especially among e-learning, nontraditional, and evening students. Student Life websites have improved significantly in the last few years, but greater effort still needs to be made to reach out to online students and others who are not currently participating in campus life. Student Conduct (3.B.3) The student conduct system at Skagit is administered by the Associate Dean of Student Life and Retention at MVC and by the Vice President of WIC at WIC, SJC, and SWC. The system works to clearly communicate information about student rights and responsibilities and to fairly and expediently address violations of conduct. Student rights and responsibilities are clearly written, codified in the Washington Administrative Codes, updated and reviewed through the governance process, and implemented. The Skagit Valley College Code of Student Conduct was revised in 2003 to keep pace with best practices in student conduct. The Student Handbook, which includes the Code of Conduct and Right to Know information, is available on the Skagit website and is distributed in paper form to all new and returning students. The number of student conduct cases in the district related to academic dishonesty has risen in each of the last five years; in response, clear information about academic honesty has been developed and is communicated consistently to Skagit students. A new policy and communication protocol on plagiarism was approved and put in place in fall 2007, and the Code of Student Conduct clearly defines academic dishonesty, including cheating and plagiarism. Course syllabi across the district include

116 116 Skagit Valley College Self Study 2009 definitions of plagiarism and possible consequences for violation of the code. (3.B.3; 3.B.5) The Code of Student Conduct and the Student Grievance Policy also clearly outline the procedures by which a student may be removed from a course or a program due to disciplinary sanction or academic failure and how he would appeal a disciplinary or a grievance decision. These policies and procedures are included in the Standard Three Exhibits. (3.D.4) Counseling and teaching faculty work collaboratively with students on grievance and/or disciplinary proceedings. Important next steps needed to address issues of student conduct at Skagit include the implementation of an academic honor code and an increase in staff time to educate students regarding conduct and to provide regular classroom presentations on academic integrity and alternative conflict resolution services. Student Safety The Safety Committee meets regularly to address campus and center safety issues; procedures and services address both emergency needs and safety concerns of individual students. An Emergency Procedures manual is provided to all full-time employees and is posted on the college website for students and community members. Manuals contain protocols for many emergency situations. Campuswide drills will be held periodically to familiarize employees and students with emergency procedures. Along with several upgrades to the campus crime reporting system, procedures have been developed and implemented through which campus communities students and staff are notified of the presence of level two and level three sex offenders on campus. Systems provide easy access to security personnel and information about emergency procedures. A network of emergency telephones in parking lots and classroom buildings allows students and employees to contact security immediately. If students do not feel safe entering or exiting college premises for classes or activities, security escorts are available to accompany them from and to the parking facilities. During 2007 and early 2008, a comprehensive All Hazards Emergency Response Plan (ER Plan) was developed by the College to meet requirements of federal law (i.e., National Incident Management System). The plan was approved by the president in spring 2008, and during that quarter the College conducted training for the personnel with roles identified in the plan and placed emergency kits in each building. A separate plan has been prepared for Head Start locations, and it has been made consistent with the college ER Plan to the extent possible. As a result of preparing the ER Plan, the College recognized the need to communicate with everyone present on campus quickly and accurately, but acknowledged that we lacked the capability to do so. As an immediate first step, a system to send textmessages to cell phones was established through the IT department. Working with student government and employees, the College encouraged employees and students to voluntarily sign up for this emergency text service. Given the limitations of all existing communication systems, research was conducted into a speaker system. After investigating other alternatives, Dr. Tollefson chose a system of radio-operated speakers to be installed in buildings at MVC and WIC. In September 2008, the Board of Trustees approved expenditure of $170,000 of unrestricted college reserves to purchase this system, which was installed during the fall and winter of 2008 and Drills using the new speaker system began in fall 2008 at WIC and will be continued at both campuses. The Emergency Response Plan is posted on the College website. Summary sheets are posted in campus buildings at both MVC and WIC. Buildings with more than one story now have Stryker chairs so that students with mobility impairments can be easily transported to exits if elevators are out of service. (3.B.4)

117 Students 117 Matriculation Services (3.C) Student Records The Admissions and Registration office is the custodian of all student academic records at the College. The registrar develops and implements procedures to ensure that academic records are accurate and secure and that they reflect the accumulation of student academic work at Skagit. The Registrar s office upholds relevant federal and state laws and college policy regarding the privacy of permanent student records. The student records policy states that college employees will comply with guidelines of the Family Educational Rights and Privacy Act (FERPA) and with federal and state rules and regulations with respect to release of student information. Permanent student records are archived in a locked waterproof and fireproof vault. Archived copies of paper transcripts for all students are kept in the vault at MVC. (3.C.5) In addition, microfiche records are stored in secured filing cabinets in a secure room, with backup copies kept in a safety deposit box at a local bank. Records are kept and disseminated as required by Skagit Valley College policy, FERPA mandates, and the General Retention Schedule for the Washington State Community and Technical College System. Electronic access to student records through the secure state-wide Washington State Community and Technical College Student Management System (SMS) is authorized through the Registrar or the Dean of Student Services. (3.C.1) Access is granted only after the employee has successfully completed a 30-minute FERPA training film and filed a completed security statement with the IT Database Administrator who oversees all access to the SMS and other administrative systems. Skagit complies with notification requirements regarding student rights under FERPA. Notification appears in quarterly class schedules, in the college catalog, and on the Skagit website. The online Instructor Briefcase can be accessed only by authenticated faculty. In summer 2008, the Registrar s office purchased a document imaging system to allow electronic storage of documents and records. As with hard copy files, consideration is being given to the integrity of computerized systems, including assurance that measures are in place to reduce the vulnerability of records to loss and alteration through natural disaster, accident, or negligence. Criteria for evaluation of student performance are outlined in the catalog and include grade award levels and policies pertaining to academic standing. In addition, specific course grading requirements are outlined in each instructor s syllabi. (3.C.2) Evaluation of transferred credit is completed by one full-time and one part-time staff member who officially evaluate all district student records for compliance with certificate and degree completion requirements. First, the accreditation of the originating institution and the characteristics of the credit are determined. If necessary, the established protocol for considering non-degree credit is decided. The Accredited Institutions of Postsecondary Education, a publication of the American Council on Education, is used to determine if an institution or educational agency is regionally accredited to issue academic credit. Under the condition of regional accreditation, the regular process of transfer and evaluation of credit can proceed. In the absence of regional accreditation, further review by faculty and/or academic staff is required to establish the appropriateness of transferring or awarding credit. (3.C.4)The characteristics and comparability of the credit are determined before credit can be offered at Skagit. Course descriptions from college catalogs at both the originating institution and at Skagit are the primary resources used to make this determination, as well as course outlines, learning outcomes and objectives, and course syllabi. In the absence of clear and concise documentation of the nature of credit, administrators and registrars at the originating institution and at Skagit are excellent resources of information. In addition, WAC is followed to determine criteria for un-graded courses. The same protocol is applied to the transfer of non-degree credit, with additional review by faculty, the Registrar, and when necessary the

118 118 Skagit Valley College Self Study 2009 EVP to determine the appropriateness of transfer. Evaluators use the Skagit catalog (see pp. 125, 126, and 127) as a basis for transferring in credit and to determine non-traditional credit. (3.C.3) The non-credit Business Resource Center (BRC) and Continuing Education classes are calculated by credit equivalency instead of by credit. These classes appear separately in the course schedule. Student transcripts are posted with zero credits and Pass/ Fail grades. (3.C.3 and 4) The Skagit catalog and degree information in print and online explicitly state that credits earned in courses numbered below 100 are not applicable to college degrees or certificates. (3.C.3) Recruitment and Admissions Recruitment and Admissions is part of the Student Services unit. Admissions policies and procedures are administered in keeping with the open-door philosophy stated in the original statute of community and technical colleges in the State of Washington and are standardized across the district. The non-selective admissions criteria allow admission to anyone 18 years of age or older who is a high school graduate or who has a GED certificate. Exceptions are determined via a selective process through the Office of the Registrar. (3.D.1) Admissions information can be found in the college catalog and on the website. Statistics gathered through admissions tracking systems confirm that over 50% of students first contact with Skagit is through the website. Web application reports show an increase from 20% to 60% in online applications between 2000 and Students may be admitted to Skagit by applying online, by mail-in application, or in person at any of the campuses or centers. All online applications are initially processed at MVC. Once accepted, students receive immediate response by or letter with information guiding them to the next steps: submitting prior transcripts for evaluation, placement testing, advising, and registration. Most students now take the electronic Compass placement test rather than the paper ASSET. Placement cutoffs are reviewed on a regular basis, and faculty report that Compass scores appear to more accurately reflect student skill levels. (3.D.3) A recruitment assistant participates in the state diversity and MEChA Club conferences. The assistant also attends multicultural education fairs at middle schools, high schools, and college fairs where information about Skagit is displayed and the admission process is explained in both English and Spanish. Admissions and Recruitment staff seek to improve services based on survey results and focus groups. A 2003 CCSSE study showed a need to improve student satisfaction with orientation. Conducting more interactive orientations has yielded a 12% increase in students who were mostly satisfied and very satisfied with the program, according to 2005 CCSSE survey data. Surveys and focus groups conducted with students across the district suggest that the most effective ways to convert applications to enrollment include one-on-one contact with students and their families, individual or group tours of campus, and venues that connect Skagit faculty with students in their high school or college classrooms. The strategies implemented by the College have yielded promising results: Fifty percent of students who complete a campus tour or visitation enroll at Skagit. Individual tours on which parents and families accompany students result in a 90% rate of enrollment. Sixty percent of participants reported that participation in visitation days and new student orientation helped foster an early sense of belonging and provided encouragement to attend for the first time. New students contacted by peer advisors during their first three weeks of classes report they love the personal touch and appreciate receiving information about additional assistance. (3.D.9) In addition to tours, visits, and phone calls, welcome events and orientation activities are presented quarterly at all campuses and centers to encourage

119 Students 119 student retention. Both evening and day orientations are scheduled with agendas that include tours, FAQ s, and initial meetings with instructors and administrators. New students also receive orientation through the International Programs office; counseling advising sessions, either on-on-one or in small groups; and through completion of Fast Track classes. (3.D.9) In focus groups, high school students reported that colorful marketing materials with concise information were most effective at creating interest in attending the College. A marketing piece developed in response to this information is frequently used and has been equally well-received in both local and international recruiting markets. A new focus on parent resources and a parent website have proven valuable. The No Parent Left Behind webpage was created after national and state research showed the effectiveness of involving parents. During fall 2007, parents were invited to new student orientation, and 25% of the students brought a family support person. Of those, 100% asked to receive information through the quarterly parent newsletter and notification updates. The No Parent Left Behind website was visited 997 times during fall quarter 2007, the most-viewed site of those being tracked, an indication of its value to the community. Registration The Registration office is responsible for scheduling and maintaining student web registration appointments, reporting daily enrollment data, monitoring unofficial enrollments, tracking payment and coding requirements, recording grades, and maintaining student files. Registration procedures are standardized across the district, and all training for staff with registration responsibilities is conducted by the Registration office. The Registration office at MVC has six full-time and two part-time staff positions. The WIC office has two full-time and one part-time staff positions, and SJC and SWC each has one fulltime and one part-time staff position. Students can register in person, online, by mail, in batch groups, and by fax. Registration functions are closely and collaboratively linked to Admissions, Counseling, Financial Aid, and the Business Office. Registration staff members are trained to consistently apply district policies and to maintain current and archived records according to college, state, and federal regulations. The office has embraced changes in technology by adopting resources available through the Washington State Community and Technical College system. Students can access catalog and course information online, and 66% of Skagit students register online. The online Student Toolbox allows students to review their records (including grades and financial aid information), register, complete placement practice tests, and review degree and program information. Electronic waitlist and waitlist notification was implemented in This process automatically fills open seats in classes with students who are waitlisted for the class and generates an to notify them of their enrollment. This process has improved the time to notification by 24 to 36 hours. To provide instructors with real-time class rosters and an efficient means for submitting grades, the Instructor Briefcase was implemented in There, faculty can electronically access current class rosters and submit grades. Currently 99% of faculty members submit grades using the Instructor Briefcase, which significantly decreases errors in the recording of grades and allows grades to be posted earlier. Registration staff access daily electronic reports for critical up-to-date student information. Distribution of electronic reports provides wider opportunities to share information at a far lower cost. District-wide use of electronic notification of system transactions allows 49 district staff members access to a shared comment screen and a shared computer site with current information, procedures, and policies. Anecdotal evidence from administrators, staff, and faculty indicates that electronic information has improved information accuracy and access. Skagit Valley College academic standards are clearly outlined in the college catalog regarding

120 120 Skagit Valley College Self Study 2009 continuation, termination, and appeal processes for readmission. (3.D 4) Instructional and program graduation requirements are stated clearly in the college catalog and on the college website. Specific degree articulations and certificate requirements are also available online and in hard-copy format. Information about the Student Right to Know Act can be found in the catalog, in quarterly schedules, on the Skagit website, and in the student handbook, and Student Right to Know notebooks are available in Student Life, Counseling, Financial Aid, and Registration offices at all campuses and centers. (3.D.5) Athletics The athletic program at Skagit is an extension of the education process and a vital part of the student activities program. The staff includes an Athletic Director, a full-time coach and recruiter, a program manager, a program coordinator, and seventeen coaches and assistant coaches. Skagit s athletic program participates with 35 other Washington, Oregon, and British Columbia colleges in the Northwest Athletic Association of Community Colleges (NWAACC). The institutional philosophy at Skagit relative to varsity athletics has always been and continues to be that a wide range of opportunities will be offered for student athletes. To that end, Skagit offers 13 varsity sports out of 14 possible, the second highest number offered in the NWAACC. All students have an equal opportunity to compete in athletics. Approximately 200 student athletes participate annually on the13 varsity teams. Skagit fields teams in seven women s and six men s sports. (An additional sport is offered for women because the NWAACC does not offer men s volleyball.) Skagit has always been in full compliance with federal Title IX standards. (3.E.5) In a 2007 survey of Skagit athletes, 88% reported that their participation in athletics at Skagit had a positive impact on their education, and 86% reported that their participation improved their ability to work with others in groups. The coaching staff at Skagit is quite stable compared to those at other NWAACC colleges. Skagit has a history of attracting former players to return as coaches. Both the longevity of coaches and the number of players returning to coach show the loyalty built from the Skagit athletic experience. And though the College s philosophy emphasizes participation, the athletic department has also succeeded in producing quality results, boasting many championship teams, as evidenced by the display in the MVC Pavilion trophy case. The athletic budget is established by requests from the coaches and the Athletic Director to a student budget committee. Athletics receives a proportionate share of student monies, but it is a constant struggle to provide 13 sport offerings with the funds allocated. An active athletic program has led to enhanced college facilities: a recently enlarged Dave Duvall Pavilion; a modern fitness facility; beautiful walking and jogging trails; indoor and outdoor tennis facilities; and outstanding baseball, softball, and soccer fields. All of these facilities are used not only by the varsity athletes, but by the general student population, faculty and staff, and the community. The athletics program staff is currently seeking cooperative means to fund covering the outside tennis courts, which would greatly increase their use. To participate in athletics, students are required to be enrolled in at least twelve credit hours the quarter prior to and during the quarters of participation. Each athlete must continue to make academic progress (at least thirty-six credit hours with a minimum cumulative GPA of 2.0) to be eligible to compete a second year and to receive financial aid. The financial aid office disseminates all athletics-related aid. (3.E.3) A full-time coach/recruiter was hired in 2006 whose responsibilities include a focus on the academic success of athletes. The academic progress of student athletes receiving scholarships is tracked and reported annually. (3.E.3) Monthly reports on athletic activities are submitted to the Dean of Student Services. Athletes complete post-season evaluations of their experiences after each season.

121 Students 121 Graduation and transfer-out rates are calculated annually for students who receive athletic scholarships. In , 29 students received athletics-related financial aid. As shown in the Table 3.13, this group did not graduate and/or transfer as successfully as the state system average. These students may not mirror the success of athletes as a whole since they represent only approximately one-sixth of the athlete population. The athletic program will continue to assess student progress in all sports. Table 3.13: Graduation/Transfer-Out Rates, Sport Skagit Valley College Basketball 40% 71% Baseball 60% 76% All Other Sports 100% 67% WA State System Athletics-related policies are included in the College s OPPM and are reviewed locally and at NWAACC regional meetings to ensure compliance. Currently, there is no standing college committee that deals with athletic issues. (3.E.1) The funds raised by the Cardinal Booster Club are subject to audit and Skagit financial practices. (3.E.4) Women s sports are funded commensurately with men s and use similarly equipped facilities and transportation. (3.E.5) Since athletes take fewer courses during their competing seasons and work with faculty on a case-bycase basis, competition rarely conflicts with required course or exam attendance. (3.E.6 ) Students at large can participate in intramural sports including basketball, tennis, and badminton, for which they can receive academic credit. The athletic program and physical education department annually lead the MVC community in a wellness challenge and a number of health events and training sessions, all designed to foster wellness on campus. (3.D.17) The program s major challenge continues to be adequate funding for operation and for coaching salaries, which are low compared to those at other NWAACC schools. If additional funding is not secured, a decision will be needed about whether to maintain the number of sports currently offered. In addition, more attention should be paid to the mechanisms in place to support the academic success of athletes. Athletic program staff will develop and implement an improvement plan and undertake further assessment projects to determine the impact of participation in sports on student learning and the overall quality of athletes experience while competing at Skagit. International Student Program The International Programs Office (IPO) is responsible for recruitment and coordination of all international student admissions and for tracking and reporting information on international students under the Student and Exchange Visitor Information System (SEVIS), as required by the Office of Homeland Security. Enrollment of international students at Skagit is at its highest level in the last five years, with 190 students from 22 countries enrolled in fall The IPO has three full-time positions: director, coordinator, and secretary supervisor. The program also has a part-time home-stay coordinator, conversation partner program coordinator and student assistant. While the IPO is headquartered at MVC, services are available throughout the district. International Programs provides comprehensive services to internationally recruited students from the time of arrival in-country through graduation. Immediate needs include arrival assistance with airport pickup and arranging a home stay placement or providing furnished off-campus housing assistance when home stays and residence halls are full. Additional services include orientation and advising, assistance on immigration or personal matters, links between students and conversation partners, and peer mentors and student activities.

122 122 Skagit Valley College Self Study 2009 Of 273 surveys conducted between summer 2004 and summer 2007 to evaluate new international student orientation each quarter, 90% of the students indicated that they were satisfied with the orientation sessions. Ten percent, however, indicated that the day was boring; as a result, a morning group activity, an outdoor activity with the U.S. Customs and Border Patrol, and a tour in the middle of the day were introduced to create interactions. A faculty member was invited to discuss classroom expectations, and a peer mentor Q&A discussion was introduced. Students asked peer mentors to show them how to obtain ID cards and purchase books. Out of 106 evaluations received from new international students during advising sessions between summer 2004 and fall 2007, 12 indicated that they would like more information regarding graduation and transferring to a university. This is now addressed during mid-quarter advising sessions conducted four times a year. International students not housed in college housing at Campus View Village stay with a host family. In the summer of 2007, 43 host family evaluations were mailed to hosts and 35 to students. Twentyeight percent of the students responded. Results indicate that both hosts and students would like to receive more information about each other prior to the student s arrival and would like contracts to be signed in a timely manner. An increase in hours for the home stay coordinator has allowed time to address these issues and provides a higher level of service to students. The IPO gauges its success on student satisfaction with all functions provided by the office and by how Skagit is perceived by students, parents, and agents compared to our competition. The IPO evaluates all of its services on a regular basis. It should be noted that international students, due to cultural values, might choose not to share information that may be perceived as negative. For this reason, in addition to surveys, IPO staff members conduct informal interviews with graduates, parents, and agents while traveling overseas with the explicit intention of getting feedback on the services the students received during their education at Skagit. This method of collecting information has been invaluable in assessing the quality of services and, while informal, indicates high satisfaction with Skagit. Many students mentioned the excellent services provided by staff members. However, a recurring theme is the lack of housing for students. This issue has been under discussion for the past eight years and continues to be a critical bottleneck for the program. Strengths and Challenges Strengths Student Services provides institutional leadership in developing relationships, programs, and policies that foster broad institutional participation by populations of color, especially the Hispanic/Latino community. Counseling and other student services personnel provide exceptional support and programming for the institution s special populations. Student services personnel play an increasingly prominent role in support of student development and learning. Co-curricular student clubs, activities, and athletics provide focused opportunities for student learning and leadership. Challenges Student recruitment and retention models must adapt as the district s demographics continue to change. P rocesses for student advising must be reviewed and revised to enhance faculty-student interaction and student retention.

123 Faculty 123 STANDARD FOUR Faculty Skagit s full-time faculty led the College in the development, review, and delivery of the curriculum and educational programs. They have the freedom and are encouraged to experiment; consequently, the Skagit faculty has been at the forefront of developing innovative teaching and learning strategies that have sustained and enhanced the College s reputation for excellence. Among these initiatives are strong general education requirements and a rich array of integrated learning experiences, primarily in the form of learning communities. As noted in Chapter Two, these innovations have been shown to result in high levels of student engagement and learning, as evidenced by results from the Community College Survey of Student Engagement (CCSSE), and of transfer and employment rates. This commitment by the faculty to student success has been documented as part of a video presentation produced by the Met Life Foundation and shared nationally with other colleges. The faculty has a long tradition of collaboration and collegiality. Faculty members work together across campuses, disciplines, and programs to ensure that student learning matches established expectations. They are engaged with the larger community and participate in community building at many levels. In addition, the faculty has demonstrated a level of scholarship unusual at a community college. Faculty Demographics and Roles Skagit s focus on student success and achievement gives rise to the hiring and development of the highest quality faculty in all instructional and support areas. In 2008, Skagit employed 127 full-time tenured, tenure-track and temporary faculty, including teaching and counseling faculty and librarians. In addition, the College employs faculty in full-time temporary, multi-quarter contract, and part-time roles. (4.A.1) Skagit continues to work towards fulfilling diversity objectives in faculty hiring and retention. In fall 2008, 7% of current full-time faculty who report ethnicity help meet these diversity goals. In addition, in 2004 Skagit revitalized a faculty exchange agreement with Beijing Foreign Studies University (BFSU) in China, sending a Skagit faculty member to teach annually or biannually in Beijing and welcoming a BFSU faculty member to Skagit annually to teach Chinese language and culture courses. To provide flexibility in scheduling, develop new programs, provide cost effectiveness, and meet changing student needs, the College also employs part-time faculty in most instructional units. In fall 2007, the College employed 207 part-time faculty, both teaching and non-teaching. Typically, 50% of the full-time equivalency faculty (FTEF) is made up of part-time faculty during the academic year. To sustain excellence in the teaching and learning environment, the President s Cabinet monitors the ratio of full-time to part-time faculty and seeks to increase the proportion of full-time faculty. Requests

124 124 Skagit Valley College Self Study 2009 for full-time faculty positions are generally initiated by the department or division chair through the dean or Vice President (VP). Requests are based on enrollment history, changing conditions in the field, and/or strategic program directions. Final decisions also take into account the financial conditions and outlook for the College. Both full-time and part-time faculty may assume institutional roles in addition to teaching. For example, full-time faculty may be elected as department or division chairs or coordinators (e.g., of General Education, Assessment, the Center for Learning and Teaching), for which they receive compensation and/or reassigned time. One of the counselors serves as the Director of Counseling, a position that rotates every three years. This area is organized so that a counselor s responsibilities generally include not only counseling but serving in a leadership position for one of the support programs housed in Student Services, such as Multicultural Services, Disability Services, or Women s Programs in addition to teaching support courses. (4.A.3) To support part-time faculty, improve their communication with administration and full-time faculty, and increase participation of part-time faculty in college activities, Skagit established part-time faculty liaison positions in 2008, one for the Mount Vernon Campus (MVC) and one for the Whidbey Island Campus (WIC). These liaisons also serve as resource persons for other part-time faculty and as a conduit of communication between the administration and part-time faculty. The liaisons are compensated for these additional responsibilities. (4.A.9) Communication between the College and all full- and part-time faculty has been significantly enhanced by the required use of the college system and the availability of the portal for posting information and exchanging documents. In addition, the Center for Learning and Teaching improves communications and working relationships across the college district through its Teaching & Learning newsletter, the roundtables held on both campuses, and its webpage, which archives professional development information and provides access to an online version of the newsletter. (4.A.9) All full-time and part-time faculty, including teaching and counseling faculty and librarians, are represented by the Skagit Valley College Federation of Teachers (SVCFT). Academic Advising The CBA states that a faculty member s advising load will be students per quarter. With the implementation of online registration, an increase in self-advising, and what faculty perceive as difficulties with advising, the number of students advised by faculty has declined in recent years. Counseling faculty have a full advising load and, in some cases, are advising hundreds of students. Professionaltechnical faculty generally advise all students in their program. While some academic unit faculty members advise students, many do not advise students at all. Most library faculty do not advise students. Skagit recognizes the research indicating that faculty advising is an effective strategy for student retention; however, the College is challenged to find a system within which a majority of faculty can assume their legitimate role as advisors and to provide faculty with the training and tools to help them be good advisors. As a beginning effort, an advising pilot project was conducted in the academic unit in fall 2007 and winter One hundred and fifty-six students were assigned to faculty advisors specifically for the project. Those students had a slightly higher quarter GPA and showed a higher term-to-term retention rate than other degree-seeking students. Faculty participants in the project were pleased with the support they received from the counseling mentors and found the advising experience to be extremely worthwhile. (4.A.2) Faculty Qualifications, Hiring Procedures and Retention Skagit s full-time and part-time faculty are qualified and experienced, representing all major programs and disciplines offered by the College. New fulltime hires exceed the minimum experience and education requirements for the position. Table 4.1

125 Faculty 125 Table 4.1: Degrees Held by SVC Full-Time Faculty Number of Degrees Doctorate Masters Bachelors Less than Baccalaureate provides a summary of the credentials of full-time faculty. A detailed profile of these credentials is included in the Standard Four Exhibits. (4.A.1) Both full-time and part-time faculty employment files, which include Curriculum Vitae in a standardized format, are maintained and available for review in the HR office. The process for recruitment and appointment of full-time faculty is defined in Recruitment and Selection Procedures for Administrative, Faculty, and Exempt Staff in the current Human Resources section of the Operational Policy and Procedures Manual (OPPM). These procedures lend consistency to faculty searches and assure that there is adequate opportunity to review candidates qualifications and their professional fit with the College s culture and strategic goals. Skagit Valley College is also committed to recruitment and selection procedures that provide equal opportunity and non-discriminatory processes for applicants and that provide the College with the best opportunities to assess and select the most qualified candidates (4.A.6) in support of its strategic objective to attract, support, and retain a qualified and diverse workforce. The President s Cabinet reviews requests for new or replacement full-time faculty positions initiated by a department or division chair and submitted through the appropriate dean or VP. Assessment criteria for evaluating position requests are articulated in the OPPM, although actual request and decision-making processes sometimes appear to lack formality and transparency to some faculty. After a request is approved, the appropriate administrator works with department faculty to develop the essential position functions. The Human Resources office (HR), working with faculty and administrators, is responsible for developing the final job description and advertises it in newspapers and journals, considering also alternate sources of advertising based on the particular position. As appropriate, HR distributes copies of the position announcement to advisory committees and local business organizations and posts the announcement on appropriate listservs and the SBCTC website. Screening committee members intended to be a diverse representation of department and non-department faculty are recommended to the Executive Vice President (EVP) for approval. Orientation for the screening committee is provided by the Executive Director of Human Resources and includes such topics as confidentiality, diversity goals, and affirmative action principles, as well as screening, interview, and reference checking processes. (4.A.6) As part of the interview process, candidates participate in a formal interview and are required to conduct a teaching demonstration for the screening committee. Recognizing the importance of the hiring process to continued excellence in teaching and learning, both the EVP and the President conduct an additional interview with each candidate. The process is designed to provide the screening committee with a broad background of information about each candidate, as well as providing the candidate with opportunities to learn about the College, its culture and strategic direction, and the students, faculty, and community. The committee considers the information gathered from the interview process and reference checks and prepares a strengths and weaknesses document that is reviewed by the EVP and the President. The President has been delegated the authority by the Board of Trustees to make the final hiring decision. (4.A.6) As shown in Table 4.2, approximately one-third of the faculty have been at Skagit for less than 10 years, while 27% have been with the College 20 years or longer. The College relies on part-time faculty to deliver a substantial portion of instruction. Skagit recognizes the tremendous contribution of part-time faculty in meeting the College s mission and, as noted previously, has worked to improve communication, support services, and salaries. The employment practices pertaining to part-time faculty are integrated

126 126 Skagit Valley College Self Study 2009 Table 4.2: Years of Service, Full-Time Faculty Years of Service in to the collective bargaining agreement (CBA) and the OPPM, as appropriate, and are reviewed regularly. (4.A.9, 4.A.10) The recruitment of part-time faculty is based on requests from departments or divisions as the need arises. As with hiring for full-time faculty, HR works with designated representatives from the department in developing position descriptions and guidelines for review of applications, interviewing, and reference checks of potential applicants. HR advertises in newspapers and journals and considers alternate sources of advertising based on the particular position. Orientation of Faculty Number of Faculty 40 or more 1 35 to < to < to < to < to < to < to < to < 5 16 New full-time faculty members are oriented to the College by the appropriate department or division chair, dean, or VP and are encouraged to attend a state-sponsored two-day New Faculty Orientation held in early September. At the beginning of fall quarter each year, Skagit holds an in-service for all employees to update the college community on important issues and provide training relevant to all employee groups. An orientation for new full-time faculty is held as part of fall in-service. A separate faculty in-service day is held the day following the all-college event and is used to share information about topics such as technology, governance, general education, CCSSE survey results, and outcomes assessment and to convene cross-district department meetings for work on the catalog, course outlines, and/or assessment plans. Orientation sessions for part-time faculty are offered both at WIC and at MVC during the in-service period. In fall 2008, the College began piloting a comprehensive yearlong orientation for all new faculty in the district designed to promote collegiality, curricular integration, and training and support in successful teaching methodologies and delivery systems. Members of the Tenure Review Committees (TRCs) provide new probationary faculty members with information regarding the College, work expectations, rights and responsibilities, and conditions of employment. As described below, TRC members also provide a support system for the new probationary faculty member. (4.A.9) Scholarship and Artistic Creation Consistent with Skagit s mission and goals, many faculty are actively engaged in scholarship, research, and artistic creation. (4.B.1) Strategic Priority 1.2, as developed and approved in 2006, calls for the College to increase professional development opportunities for faculty and staff to encourage excellence in learning. Professional development is undertaken through careful planning by individual faculty members with the active support of their deans. The CBA details the process of developing and submitting the required five-year Professional Development Plan (PDP). (CBA 16-18) This plan guides and supports faculty members as active learners and professionals who recognize the importance of staying current in their disciplines and in pedagogical practices. The PDP also allows for advanced planning and funding for a number of professional growth activities. Opportunities to assist faculty in undertaking more intense scholarship, research, and artistic projects include, but are not limited to, professional development funding, sabbatical leaves, Exceptional Faculty Awards, and grants and allocations. In addition, faculty may have access to facilities, administrative support, materials, and reassigned time for pursuit of scholarship, research, and artistic creation.

127 Faculty 127 Professional Development Faculty Professional Development provisions are clearly outlined in the current CBA. (4.B.2) Both full-time and part-time faculty members are eligible to participate in faculty development activities. For full-time faculty, activities are often tied to their professional development plans and may include but are not limited to conferences or workshops; advanced degree, certification, or course work; creative or industry experiences; or research. In addition, tenured faculty members with at least five years of experience at Skagit are eligible for paid sabbaticals that support scholarship, research, and artistic creation. (4.B.1) Other training and professional development activities are also offered on-campus through the CLT. Professional Development Funding Funding for faculty development activities comes from a variety of sources. The Professional Development Committee, comprised of faculty members and administrators, manages an annual budget of $33,000. This fund is available to fulltime and part-time faculty who have completed the equivalent of one year s full-time service at Skagit; it is designed to assist and encourage faculty to realize their professional potential (CBA 15-16). Applications for Professional Development funds are considered and the funds awarded by the committee. These funds frequently support conference attendance, but they may be used to supplement other professional growth activities in conjunction with grant projects, advanced coursework or degree pursuit, and sabbatical projects. A complete list of proposals funded through this process for the past ten years is provided in the Standard Four Exhibits. While there is never enough money to support the many ideas and opportunities for scholarship, research, and artistic creation in which Skagit faculty might engage, the College seeks out available options to support faculty work whenever possible. The EVP budget supports attendance of one to two faculty members each year at the NISOD conference. In both and , funds were assembled from various budgets to send six Skagit faculty members to study renewable energy and energy efficiency workforce education development at a national conference at Hudson Valley Community College in New York. The Diversity Steering Committee makes available $5,000 annually to help faculty and staff participate in activities that promote diversity and their professional development. Additional funding for professional development that involves new program development, learning community development, or assessment projects is provided by the administration through unit budgets, grant funds, state assessment funds, or the EVP budget. Sabbaticals Sabbaticals are provided to faculty for professional development, research, artistic creation, and industry experience. Sabbatical activities have resulted in definable contributions to the learning and teaching mission of the College and have made significant contributions to the larger community, as can be seen by a review of the ten-year summary of faculty sabbatical projects presented in the Standard Four Exhibits. (4.B.5) The rules governing sabbatical leaves are set forth in the Washington Administrative Code (WAC) and in the CBA. Sabbatical requests may be submitted by faculty members who have served for five or more years at Skagit. All sabbatical applications are reviewed by the Professional Development Committee. This group prioritizes the requests prior to sending them to the President. The President, in consultation with the deans, VP of WIC, and the EVP, determines which requests will be funded. The administration strongly supports sabbatical leaves for faculty and makes every effort to secure funding for them. It has become the practice for faculty members returning from sabbatical to deliver a talk regarding their sabbatical project to the college community as part of the Jill Fugate Presentation Series, sponsored by the SVCFT and partially funded by the SVC Foundation. This has proven an ideal

128 128 Skagit Valley College Self Study 2009 forum for sharing results of sabbatical work and also for inspiring others to adopt new practices and to formulate sabbatical requests of merit for their own professional growth. A few recent sabbatical projects include the following: Ted O Connell, English faculty member, has published short fiction in a number of prestigious journals; his recent sabbatical gave him the opportunity to compete a full-length novel, which is now in the hands of his literary agent. Professor O Connell is eloquent on the subject of how his own practices as a writer have a positive impact on his English composition and his creative writing students. Of particular note was the reading of a portion of his novel to the Skagit baseball team. The chapter related to baseball, and the student-athletes in the audience warmed to the opportunity of providing fascinating and useful feedback to Professor O Connell. At a critical time in the long and arduous re-development of the College s General Education Learning Values and Requirements, Professor David Muga, social sciences faculty member, took sabbatical time to critically evaluate the substantive changes being made and the process by which the College was arriving at change and to write a series of articles on The Learning College in relation to his research. In collaboration with the Institutional Researcher, Dr. Lynn Dunlap, English faculty member, conducted intensive research and analysis of Learning Communities. A 30-page article, Assessing Student Outcomes in Learning Communities: Two Decades of Studies at the Community College resulted and was published in the Journal of Applied Research in the Community College, March Dr. Ben Fackler Adams, science faculty, conducted volcanological research in Sicily and rounded out his sabbatical work with a quarter of science education research at Western Washington University. He is a leader at Skagit in environmental and sustainability initiatives and will be working with others to develop curricula for both our transfer and professionaltechnical students in environmental science. Leslie Lukasik, business administration faculty, undertook the study of International Politics, Business, and Law in an international travel study experience and has become a leader in our International Studies program. (4.B.1, 4.B.4, 4.B.5) Exceptional Faculty Awards Funding for faculty work or projects beyond contractual duties is also provided through Exceptional Faculty Awards (EFA), which are supported by the SVC Foundation. Financing for these awards is based on accumulated interest in a trust fund account with award limits as established in the CBA. As a recent example, in , two faculty members were granted funding to develop a program of Latino Literature to be broadcast on the college radio station, KSVR. The show featured South American folklore and legends, was broadcast in Spanish by faculty, students, and community members, and proved to be a valuable contribution to the community as well as to the students who participated. (4.B.7) Applications or nominations for awards may be submitted by faculty or others in one of two categories: 1) faculty application for a proposed project or 2) nomination of faculty for previous or on-going accomplishments. Awards are made annually in both categories according to applications received. EFAs are available to full-time and part-time faculty with some restrictions. An EFA screening committee of four faculty members, two administrators, and one Foundation Board member works with support staff from the EVP s office to collect and distribute applications. Awards may be as much as $4,000 for an individual faculty member and $8,000 for a group (CBA 18-19). A comprehensive list of exceptional faculty awards for the prior ten years is presented in the Standard Four Exhibits.

129 Faculty 129 Grants and Other Allocations The College seeks to develop grants, contracts, and other funding opportunities to further its mission (4.B.6), and faculty members, in partnership with staff and administration, have been active in successfully applying for and administering a variety of grants. In , Skagit received more than $6.6 million from 42 grants. In , 36 grants provided more than $6.9 million in funding. A comprehensive list of grants for the past several years is presented in the Exhibits. Such grants contribute financing for specialized faculty training, curriculum building, best practices research, resources, and salaries. Recent grants include the following: National Science Foundation grant-funded curriculum development under the leadership of Western Washington University (2003-present) that supports our faculty in research and implementation of innovative science curriculum. The College has facilitated re-assigned time for grant work. AVID training and programming with support from the Mount Vernon School District (2006-present) that allows us to facilitate smooth transition and accurate placement of AVID high school graduates in our AAUCT and professional-technical degree programs. GEAR UP training and programming (2003-present) that facilitates Skagit s participation in shepherding middle school students on a pathway to higher education. TRIO funding, over the past two decades, that aids in supporting high-risk students to persist in pursuit of their education goals. Beijing Foreign Studies University Faculty Exchange (20 years) that enables us to bring visiting scholars to our campus and to send our faculty to Beijing for year-long teaching opportunities and cultural exchanges. This past year, faculty conducted a linked course while teaching at the Beijing campus. This program helps us fulfill our goal of bringing global education to our students. MDRC Collaborative Learning Training ( ) that provided for training and curriculum development workshops with faculty and counselors at Evergreen State College. Washington Center for the Improvement of Undergraduate Education s Assessing Learning in Learning Communities Project that provided support for a team of faculty and the Institutional Researcher to apply cutting-edge research in the assessment of interdisciplinary learning in learning communities ( , ). Early College in the High School Program in partnership with the La Conner School District under the direction of Antioch (Seattle) with funding from the Gates Foundation (2002-present) that supports Skagit faculty and La Conner High School teachers in bringing college coursework to Native American and other students. State Student Persistence Allocation that has permitted the College to pay faculty stipends to plan and run enhanced developmental education learning communities as part of a research pilot to improve student persistence to educational goals (2007-8, ). State High Demand allocations in Science, Engineering, Math, ECE, and other areas that have enabled the College to build support in instruction and curriculum development. For example, the High Demand allocation in Science, Math, and Engineering is funding a full-time, temporary math instructor to run study groups for math students and to free up a series of tenured math instructors to work on curriculum and Math Center issues (2007-8, ). (4.B.4) Center for Learning and Teaching Established in 2000, the Center for Learning and Teaching (CLT) is a resource for faculty and others to gather and share information on learning

130 130 Skagit Valley College Self Study 2009 and teaching styles and best practices; curriculum development; outcomes for General Education, disciplines, and programs; assessment; and integration of new technology and modalities. It is also a repository for educational resources and equipment that faculty and staff may access. Located in MVC s Norwood Cole Library, the CLT provides technology and meeting space. WIC has no comparable space; however a faculty technology trainer provides assistance to faculty and staff on that campus. The CLT coordinator, a faculty member elected by the CLT Advisory Committee for a three-year term, reports to the Dean of Library, Learning Resources, and Basic Skills and has historically received one-third reassigned time. The CLT coordinator serves as editor of the quarterly Teaching & Learning newsletter, coordinates with the EVP to plan September faculty in-service, and organizes professional development activities, including training in instructional technologies, emerging pedagogies, and research on teaching and learning, as well as many other activities. Several roundtables and/or lectures for faculty are planned quarterly and facilitated by Skagit faculty, the CLT coordinator, or outside speakers. In addition, the CLT coordinator circulates announcements of conferences, training, and fellowship and grant opportunities to the faculty. Surveys of participants in CLT activities, conducted since , indicate the Center s effectiveness in providing professional development. Participants consistently find CLT activities useful and excellent overall. Most recently, in , 97% found presentations excellent (73%) or good (24%), and 99% found them very (70%) or somewhat (29%) useful. In , the survey also measured how participants planned to apply CLT activities. Teaching future courses (53%), contributing to a collegial climate (41%), and addressing institutional issues (36%) were indicated most often (N=106). The CLT clearly aligns itself with Skagit s mission, vision, values, and goals. In addition to roundtables, special events, and training, the CLT coordinates with other campus activities to increase professional development opportunities and to encourage excellence in learning (Strategic Objective 1.2). It helps improve working relationships across the college district through its Teaching & Learning newsletter, the roundtables held on both campuses, and its webpage, which archives professional development information and provides access to an online version of the newsletter (Objective 2.1). The CLT encourages and supports diversity and offers both formal workshops and informal consultations in technology training (Objective 4.4). Finally, CLT goals and outcomes are assessed annually, roundtables and other activities are assessed, and training is provided for faculty and others in assessing their own courses and programs (Objective 5.5). (4.B.4.) Continuing improvements in the CLT include: Promoting consistent faculty attendance. Funding speakers and events. Funding the new district-wide coordinator position, currently on hold for funding Coordinating and assessing CLT activities district-wide. Enhancing the scope of adjunct, probationary, and other faculty orientations. Research Policies and Procedures The OPPM contains specific and thorough policy and procedures for research, including ethical considerations and regulations. (4.B.2) Consistent with Skagit s governance practice, this document is reviewed and approved through the governance process. As of this writing, the policies and procedures for research (the 1000 section of the OPPM) is under review. When revision is completed and approved, this information will be posted on the college intranet for easy access by the college community. Faculty members play an active role in the review and approval of research projects. For that purpose, the College has given a faculty member reassigned time to work on student learning outcomes assessment and research-related activities and to serve on the Research Review Committee, along with

131 Faculty 131 the Director of Institutional Research and other faculty members as appropriate. The new OPPM contains language that allows for the continuation of this practice, stating that the Research Review Committee is composed of staff members performing the functions of institutional research and evaluation. Additional faculty and staff members may serve in an advisory capacity where appropriate. (4.B.3) Participation in Academic Planning, Curriculum Development, and Governance Faculty are directly involved in academic planning and governance. They work together and with department and division chairs, deans, the institutional researcher, VPs, and the EVP to evaluate academic and professional-technical programs, develop new courses, and plan innovative curricular models that enhance the highly integrated learning culture of the College. For example, through the governance process, faculty members have made recommendations about integrative learning, diversity, and skills-designated degree requirements. Faculty have also collaborated with administration to modify curricula and design pedagogies for appropriate delivery, including the development and implementation of online and hybrid course sections. In addition, faculty are responsible for designing and evaluating assessment strategies, ensuring that student and community needs are being met, and using assessment results for improvement. (4.A.2) Much of the planning and assessment work in recent years was done during a dedicated, district-wide faculty in-service day held on a Friday in mid-october. Faculty members were active participants in the revision of the Strategic Plan, with several faculty members serving on the Steering Committee. In addition, the President met several times with a different group of faculty prior to finalizing the new strategic plan. This focus group reviewed the proposed plan, and several critical changes were made before it was sent to the Board of Trustees for final approval. Department and division chairs are selected by their peers to serve a three-year term, as set forth in the CBA. There are department chairs for the professional-technical programs at both the MVC and WIC and for WIC academic departments. At MVC, three division chairs oversee academic departments. The SVCFT and administration recently agreed to form a joint committee to review the current division chair structure and develop proposals for a new structure during Significant efforts are made to coordinate among the departments and divisions district-wide. Department chairs are compensated with a stipend or release time, while division chairs receive both a stipend and twothirds reassigned time. Faculty members may serve in special roles, such as the General Education Coordinator or Assessment Liaison, for which they are granted re-assigned time. (4.A.3) Faculty members are responsible for creating course outlines in their department or program and updating them on Skagit s web-based course outline system, implemented in Curricular changes are made by faculty individually and collaboratively, depending on the area. Scheduling and catalog content are determined collaboratively through a system of review by faculty and administrators. The governance system at Skagit is designed to represent all categories of employees and to foster and protect academic freedom (4.A.7), and faculty are full participants. The Instruction Committee, a standing committee responsible for the oversight of major curricular changes, additions, and degree requirements, has a majority of its membership positions filled by faculty. Faculty also comprise the majority membership of the standing General Education Implementation Committee, which is specifically responsible for implementation and oversight of the newly revised general education program. This committee and its predecessor, the General Education Task Force, have been extremely active and productive over the past five years. (The revisions to the General Education program are described in more detail in Standard Two.) The Student Services standing committee also includes faculty members as well as staff and students.

132 132 Skagit Valley College Self Study 2009 The governance structure encourages standing committees to establish short-term subcommittees and solve-and-dissolve task forces, and faculty members are called on to serve on these, as well. During the past year, for example, faculty have been part of groups established to address such issues as syllabi content and format, academic integrity, and elearning. Academic Freedom Though somewhat limited in scope, the rights and responsibilities of academic freedom are defined in the CBA (7). The College recognizes that projects of social, political, and artistic investigation are an important part of academic work and that faculty must be supported without undue restriction in making learning choices for themselves and for their students. Skagit s Strategic Goals and Priorities (e.g., Goals 1.2, 1.4, 1.5, and 2.3) and the Faculty CBA (15-21) directly address institutional support of faculty in their scholarship, research, and artistic creations. In support of this critical role, Skagit honors and supports academic freedom, research, and innovative projects with funding, release or re-assigned time, staffing, facilities, and other resources. (4.B.4, 4.B.7) For example, in spring 2006, Skagit faculty instituted a Teach-In in response to national immigration issues. Although these issues were highly contentious locally, faculty efforts resulted in a highly successful morning of lively discussion with over 400 in attendance, followed by a community march from the Mount Vernon Campus to the Skagit County Court House. The event was a legal, peaceful, educational modeling of civic engagement conducted with respect for differing opinions. In winter 2008, the Art Gallery on the Mount Vernon campus hosted an exhibit of Jacob Lawrence s silkscreen prints from the series The Legend of John Brown. A lively forum of faculty and representatives from the Washington State Arts Commission discussed the historic context and intent of the artist to a large audience of students and community members. In the past few years, faculty selected and directed theatrical productions including such plays as Caryl Churchill s Top Girls, a play about the challenges working women face in the contemporary business world and society at large; Boy Gets Girl, an original script addressing issues of stalking (followed by a discussion with representatives of a local domestic abuse prevention group); and The Key: Re-visioning Bluebeard, a feminist exploration of empowerment. The Vagina Monologues was also presented at both WIC and MVC. For the past 14 years, the Environmental Conservation department has conducted ecological research that gets students involved in undergraduate research. This research has resulted in several reports and presentations, including Small mammal and Amphibian Biodiversity in Remnant Woodlots in the Skagit Valley, Washington; Macroinvertebrate Drift in Headwater Streams in Old Growth Sub-basins within the North Cascades Ecosystem; and Effects of differential Grazing in Vernally Wet Meadows in Eastern Washington (LTER). Faculty Evaluation Tenure Review As required by statute, probationary faculty in tenure-track positions are required to participate in a rigorous evaluation process and are provided with support by their TRC in ongoing improvement and development. The tenure review process is the responsibility of the TRCs, which are established and oriented by the EVP. Membership of each TRC includes tenured faculty members selected by the SVCFT, an administrator, and a student. Each TRC is customarily assigned no more than three probationary faculty members. The committee works with the probationary faculty members throughout the eight-quarter tenure review process, meeting regularly with each to review progress. The committee and probationer discuss the results of classroom observations and student opinionnaires and progress in meeting the responsibilities of a faculty member. Probationary faculty are encouraged to use Small Group Instructional Diagnosis (Clark & Redmond, 1982) to learn more about their own teaching, but they are not required to do so or,

133 Faculty 133 if they do so, to share the results. At the end of each quarter, the TRC provides a written summary of the probationer s progress based on documentation and discussions and makes a recommendation to the EVP as to whether the probationer should continue in the tenure review process. By the end of the probationer s eighth consecutive quarter of service (excluding summer quarters), the TRC makes a recommendation to the EVP in regard to tenure. The EVP makes a recommendation to the President, who in turn makes a recommendation to the Board of Trustees. The Board of Trustees is concurrently invited during the eighth quarter of review to read all the probationer s TRC files prior to making a final decision to grant tenure. If tenure is not granted, the faculty member is not issued a contract for the next academic year, although some flexibility is allowed for short-term continuing employment per the collective bargaining agreement. (4.A.5, Policy 4.1) Post-Tenure Review Post-tenure review is defined in the CBA (Article IV, Section 16). Each tenured faculty member is to be evaluated annually by the supervising administrator, through student feedback (opinionnaires) and, where appropriate, by department or division chairs. Such evaluations may also include peer- or self-evaluations, Small Group Instructional Diagnoses (SGID), videotapes, or other evaluation techniques. A written summary is provided to the faculty member, who reviews it with the supervisor and signs the evaluation. However, due to time constraints for supervising administrators, substantive annual reviews for each faculty member have become inconsistent and do not accurately represent faculty performance as a whole (4.A.5, Policy 4.1) Each full-time faculty member is also evaluated on a professional development plan created every five years. As a condition of employment, professionaltechnical faculty must also meet and maintain vocational certification requirements as established in WAC Certification requirements and professional development plans are approved by the appropriate dean (see CBA, Article VII Sec. 4). Both the administration and faculty recognized that given the College s rigorous process for tenure, the annual evaluation of tenured faculty seemed excessive. In fall 2008, the administration and SVCFT developed a comprehensive post-tenure review system with a required five-year rather than annual review. The new post-tenure review process will ensure that tenured faculty will receive more realistically-timed, comprehensive and systematic feedback on teaching and other responsibilities, identify areas for improvement, and ensure that professional development opportunities are appropriate and feasible.. Evaluation of Part-time Faculty Provisions for review of part-time faculty are in the CBA and call for an annual classroom observation by department chairs, division chairs, or deans and/ or vice-presidents, as well as a review of student opinionnaires. Classroom observations and written reviews are not consistently undertaken. In , a new part-time evaluation form was developed for use by supervisors when they evaluate part-time faculty; however, it is not widely used at this time. Student opinionnaires are administered in courses taught by part-time faculty and reviewed by appropriate administrators at least one quarter in an academic year, including online courses. Peer or supervisor observations are also encouraged as part of the evaluation process. If warranted by the review of course opinionnaires, administrators meet with the faculty member to develop an improvement plan. (4.A.5, Policy 4.1) Faculty Workload, Salaries and Benefits Faculty Workload In accordance with the CBA, the annual workload for full-time teaching faculty at Skagit is instructional units (IUs) per academic year. Nonteaching faculty, such as counselors and librarians, are required to be on campus 35 hours per week. In addition to their classroom teaching or counseling and library work, all full-time faculty are expected

134 134 Skagit Valley College Self Study 2009 to advise students, participate in college governance and committees, maintain office hours, and provide support to students outside the classroom. Probationary faculty are transitioned in to these duties based on training and TRC recommendations. Student and program needs are also considered in assigning faculty loads. (4.A.3) Salaries and Benefits Skagit has made significant improvements in full-time faculty salaries since 1999, enabling the College to attract and retain highly qualified faculty. Table 4.3 provides a comparison of Skagit s average faculty salary increases compared to those in the Washington Community and Technical College System (CTC) since Table 4.3: WA CTC and Skagit Full-Time Faculty Salary Increases Average Faculty Salary % Salary Increase Year CTC Skagit CTC Skagit ,247 44, ,916 45, % 1.5% ,303 46, % 2.6% ,240 48, % 4.2% ,518 49, % 3.5% ,766 51, % 3.1% Benefits for full-time faculty include medical, dental, vision, and long-term disability insurance and basic life insurance. Premiums are authorized and funded by the legislature and paid by the College for eligible employees. Contributions are made to retirement plans for eligible faculty members in accordance with state regulations and appropriate retirement options. Leave, as identified in the CBA, includes sick leave, personal leave, family medical leave, bereavement leave, sabbatical educational leaves, and military leave (CBA, Article VIII Leave Provisions). During the past five years, the College and SVCFT have worked collaboratively to improve the average pay for part-time faculty. Over the past few years, the legislature has provided several opportunities to increase part-time faculty salaries; Skagit has taken advantage of each opportunity and provided the maximum allowable matched funding. The addition of a second step to the part-time salary schedule and continuing development of criteria for Step 2 have helped increase average part-time faculty salaries. In addition, administrators and faculty union representatives discussed part-time faculty pay issues at a meeting of the State Board for Community and Technical Colleges in As a result of their presentation and the ensuing discussion, the rules for the distribution of state part-time salary funds were revised. Now, low-salary colleges receive a higher proportion of state-allocated funds than higherpaying colleges. In addition to salary and in compliance with the regulations established by the state health care authority, the College pays benefits for eligible part-time faculty. While significant progress has been made on part-time faculty salaries, Skagit remains near the bottom of state-wide part-time faculty salaries and will continue there in the near term. Strengths and Challenges Strengths Faculty have the freedom and are encouraged to experiment in an environment characterized by collegiality, community building, and strong relationships. The College has provided a variety of opportunities and funding for professional development activities through which faculty remain current in their fields, conduct research, extend scholarship, and engage in artistic creation. Hiring practices, the tenure review process, and professional development plans for all faculty contribute to a highly qualified, actively-engaged faculty. The Center for Learning and Teaching provides professional development opportunities, technology training, facilities, and resources to support faculty. Within the last decade, Skagit has made significant salary gains, now meeting or exceeding

135 Faculty 135 averages for community college salaries for fulltime instructors within the state. Challenges Engage more faculty members in Center for Learning and Teaching professional development activities by identifying potential topics that interest both full- and part-time faculty. The newly enacted system for post-tenure review of full-time faculty had yet to be fully implemented and evaluated. The process for the evaluation of part-time faculty warrants review. The current system lacks consistency and is particularly weak in the evaluation of part-time faculty teaching online courses. The College should continue its efforts to increase part-time faculty salary and the timely movement of part-time faculty to Step 2. The role of faculty in student advising needs to be enhanced through a process of identifying strategies, faculty training, and evaluation of efforts. References Clarka, D. J. & Redmond, M. V. (1982). Small group instructional diagnosis: Final report. Washington, DC: Fund for Improvement of Postsecondary Education (ED). (ERIC Document Reproduction Service No. ED )

136 136 Skagit Valley College Self Study 2009

137 Library & Information Resources 137 STANDARD FIVE-A Library & Information Resources Purpose and Scope (5.A) Two libraries serve the college district, one at each campus: the Norwood Cole Library at Mount Vernon Campus (MVC) and the Whidbey Island Campus (WIC) Library located in Harlow Hayes Hall. Library services are provided onsite at both libraries as well as through telephone, instant messaging, and . Library facilities provide study spaces and computer access in a welcoming atmosphere. The libraries also serve three off campus centers delivering materials through courier, campus mail, or U.S. mail. The libraries support the core values of the College by focusing on learning for all members of the college community, providing resources that foster open inquiry, respect for diversity, innovative instruction, and student success. The libraries contribute by providing resources, topic-related bibliographies, and displays both onsite and online. Library administration, faculty, and staff participate on the district level with strategic planning, service on college governance committees, and participation in college initiatives. The libraries were represented on the General Education Task Force and participated in the development of the General Education Learning Values (see Appendix). Librarians have taken an active role in the implementation and assessment of the Information Literacy Learning Value. For example, they have participated in the intensive ACRL Institute for Information Literacy, which resulted in developing a set of skills for instruction and an action plan for implementating information literacy in the district. They have engaged psychology faculty in an information literacy assessment project, provided feedback to faculty on research assignments, and worked with faculty through the Center for Learning and Teaching (CLT) training activities. Librarians have been a resource for faculty who want to integrate information literacy into their course objectives and assignments, and in librarians have initiated an embedded librarian model in elearning courses. The libraries contribute to the development and attainment of institutional goals and objectives through departmental planning and goal-setting. Measurable outcomes are set and evaluated annually. The libraries strategic action plan and report are available in the Standard Five Exhibits. Using the Library Comparison Report from the National Center for Educational Statistics (2006), four community college libraries in Washington were selected for comparison throughout Standard 5 based on the FTE student enrollment. The colleges are: North Seattle Community College, South Puget Sound Community College, South Seattle Community College, and Yakima Valley Community College. Though the colleges are similar in size, Skagit Valley College is the only college among the group staffing a branch library. The branch library influences overall staffing levels, collection size, and expenditures. Library technical services are centralized at the Mount Vernon Campus.

138 138 Skagit Valley College Self Study 2009 Library Resources and Services Skagit s library collection serves students, faculty, staff, and the community. The library collection supports a lower division academic curriculum and the professional-technical programs offered at Skagit. The core collection is sufficient to support the curriculum. The library database contains records of approximately 95,000 items, 78,000 of which consist of books, periodicals, and other paper materials. This is higher than other libraries in the comparison group for which the median is just over 48,000 items. As one of the oldest community colleges in the state, Skagit has built its collection over many years. However the advanced age of the collection continues to be a challenge, (5.A.2) Each library s holdings support the programs offered onsite and all students have access to the online catalog via the internet. Materials needed at other sites are requested online and transferred upon request. A daily courier service between the campuses and twice-weekly delivery to South Whidbey Center provides fast access to resources. Also, materials are mailed to elearners and San Juan Center when requested. The library also provides library services to residents of the college district, some of whom do not have free access to public library services. These services are limited to borrowing privileges and onsite access to databases, but do not include interlibrary loan services. (5.A.3) Resources are selected and withdrawn to support the current goals and priorities of the college based on the library s collection development policy available in the Standard Five Exhibits. Instructional faculty members are asked by their library faculty liaison to review the subject areas within the library collection and make recommendations for additions and deletions. Resources and services requested by faculty that support instructional programs are given high priority. Librarians also use book reviews to select the most appropriate materials, and suggestions are accepted from students and staff in the college community. Library faculty members establish liaison relationships with departments and solicit input on developing the collection. Examples of successful collaboration between library and instructional faculty include the 2006 accreditation site visit report from the National League for Nursing Accreditation Commission, which commended Skagit s library for its support of the nursing program, and the 2007 accreditation visit for paralegal. However, plans to establish a library advisory committee to foster communication and support have not yet been implemented. Librarians serve on the Instruction Committee to keep current on instructional program needs and take into consideration degrees and certificates that have been added or dropped in the previous year when evaluating the collection. (5.A.2) Out-ofdate print and non-print materials are deselected to maintain currency in the collection. Areas for development are targeted annually; however, materials that support cultural diversity are an ongoing priority for purchase and are emphasized in the Collection Development Policy. For example, the library works with diversity-related student clubs and college committees when selecting new materials. (5.B.4) The library conducted district-wide collection analyses in 1998 and in The results in 1998 indicated that 55% of the collection had copyright dates before 1970, which implied a significantly dated collection. The librarians initiated a deselection project and in the following years discarded nearly 10,000 volumes. In addition to purchasing new print materials, the library purchased two ebook collections to provide both currency and online access. The 2007 analysis indicated that progress has been made in improving the currency of the collection: only 34% of the collection was dated before 1970 and 28% of the collection was dated after The results of the analyses are found in Exhibit 5R.6. Overall circulation of library materials has decreased over 50% in the past ten years. This can be attributed to the elimination of back-files of over one third of the print periodicals, the addition of online databases and ebooks, and a general preference for online resources by students and faculty.

139 Library & Information Resources 139 The circulation statistics can be found in Exhibit 5R.3. (5.B.2) In 2005, the library received a substantial gift of 1,500 music compact discs (CDs) from an anonymous donor. The collection encompasses a broad range of musical genres, emphasizing jazz and cultural music. This collection directly supports the music department and the CDs are available to all students, staff, and faculty for checkout. Annual circulation of CDs jumped from 90 in to 807 in The library and the donor continue to contribute to the CD collection. The library belongs to the Online Computer Library Center (OCLC) and, as a member, subscribes to WorldCat, a global network of library collections and services with 69,000 member libraries. To supplement the SVC library collection, librarians initiate interlibrary loans for college students and employees through the OCLC FirstSearch ILL subsystem. The librarians seek to borrow materials from libraries that do not charge for loans because fees are not passed on to the student, staff, or faculty borrower. In order to reduce ILL fees charged to SVC, the library has developed interlibrary loan reciprocal agreements with other libraries. (5.B.5; 5.C.2) Reciprocal borrowing agreements for interlibrary loan materials exist with a number of libraries including Gonzaga University (1995), University of Alaska Fairbanks (1993), the Multnomah County (Oregon) library (1994), Pacific Lutheran University (1998), and Western Washington University (2000). To support the nursing students and faculty, the library is also a member of National Library of Medicine DOCLINE (5.C.2) Judging by the trend of declining requests for interlibrary loans (ILL), the combination of the library s book collection and the online resources appear to meet most informational needs. Skagit also has reciprocal borrower agreements for onsite privileges for students and faculty within the Community and Technical Colleges system (1998), with the University of Washington (2004), Washington State University (2001), and Western Washington University (1998). Occasionally, students from other colleges make use of the agreement at Skagit and Skagit students and faculty sometimes make use of Western Washington University library privileges. These agreements are provided in the Standard Five Exhibits. The technical services librarian assures that library resources are cataloged to the standards of Machine Readable Cataloging (MARC) and the Anglo- American Cataloging Rules 2nd ed. (AACR2) and organizes them according to the Dewey Decimal Classification System. Records of library holdings are entered into the OCLC database. Statistics on additions and deletions to the collection are provided in Standard Five Exhibits. Skagit uses Innovative Interfaces Incorporated (III) for its automated system to manage the library collection and circulation functions, including reserves and media booking. This platform has been in use by Skagit since There have been several system upgrades and a new server will be purchased in The technical services librarian manages the system in-house, with support from III, and performs required system upgrades. (5.B.1) The technical services librarian also maintains the library website, which includes public access to the library database. The website ( edu) provides information on the library hours, policies, handouts, staff contact information, and relevant links. Licensed databases, the library blog, announcements, and usage tips are also on the site. The college community is encouraged to provide feedback online. Because of a large and growing Hispanic community, translation pages in Spanish have been recently developed and implemented for the website. Twenty-one online databases provide access to information for onsite and distance learners, a dramatic increase from the two databases available in The article databases provide many peerreviewed academic journals at a level that is appropriate for college research. Use of the databases has steadily increased, with the exception of one year, to a high of 159,973 full-text articles and images accessed in The exception is presumed due to the failure of the ARTstor statistics database in Statistics on database usage are provided in Exhibit 5R.12. (5.B.5; 5.C.1) The 300% increase

140 140 Skagit Valley College Self Study 2009 in annual database articles accessed over the past ten years can be compared to the 50% drop in annual circulation of print materials. Clearly, the students and faculty have moved to technology. Library resources reflect the technological changes that have occurred over the last ten years. The growing collection of online library resources has become increasingly integrated into the learning process. Instructors are able to use articles from the library s online databases as well as selected links from the web site in classrooms and Blackboard. During fall quarter 2008, the technical services librarian made a Center for Learning and Teaching roundtable presentation to instructors on how they can provide supplemental readings for classes by directly linking to online database resources. (5.A.3) To help students develop skills necessary to access and evaluate information resources, bibliographic instruction is provided by the library. Individual instruction includes advising patrons at the reference desk and providing in-depth research consultations. Classroom instruction is tailored to course or assignment requirements, which can range from general instruction to advanced research topics. Three reference librarians and the administrator participated in the weeklong ACRL Institute for Information Literacy in June 2005 to increase their skills with various teaching and learning styles and plan program development. (5.B.2; 5.D.3) The resulting program plan for information literacy has been used for planning and assessment, including the use of assignment analyses and the pre- and post-tests in psychology courses. The information literacy plan and assessments are included in the Standard Five Exhibits. To support Information Literacy as a required learning outcome for all degree-seeking students, two librarians, working with a small grant, adapted an online product, The Information Literacy Tutorial (TILT), to teach and assess information literacy skills. TILT is fully accessible online and resides on the library website. It supports instruction of information literacy by providing easy assessment of student needs. Instructors may require students to take the tutorial for credit, or librarians may post-test students after bibliographic instruction. Students can their test results to their instructors from the tutorial. A CLT Roundtable was offered in to introduce faculty to TILT. Currently, faculty from both the professionaltechnical programs and the academic programs, especially welding and English, are using TILT to improve students information literacy skills. It has applications for online elearning as well. The library has not yet conducted an assessment on the use or effectiveness of TILT. It remains a project to be completed in the future. (5.B.2) Facilities and Access Libraries are provided on two campuses to facilitate access to resources for students and faculty. Hours of operation are set at each campus to best meet local needs. Specific library hours are provided in Table 5.1. MVC library hours reflect an accommodation for the early starting classes. Student surveys also indicate a need for weekend hours at MVC, however, the library has not been able to provide regular access with current staffing. MVC usually provides weekend hours the weekend before finals to provide study space. WIC Library hours have increased on Saturdays to 9 a.m.-5 p.m. to provide additional access to the library and the student computer lab it houses. Staffing is provided by computer lab aides. Access to online library resources is available 24 hours a day through the library website ( ). (5.C.1) Table 5.1: Library Hours Norwood Cole Library Whidbey Island Campus Monday Thursday 7:30 am 9:00 pm 8:00 am 8:00 pm Friday 7:30 am 5:00 pm 8:00 am 5:00 pm Saturday Total hours/ week Closed :00 am 5:00 pm Hours differ during inter-sessions and summer quarter at both campuses. The libraries on both campuses work closely with Information Technology. Both libraries host open computer labs managed by IT. ELearning, media services, and instructional technology are included 65

141 Library & Information Resources 141 in the IT unit. IT occupies significant square footage in the Norwood Cole Library building at MVC, including offices and two interactive TV studios. At WIC, one small interactive TV studio occupies space next to the library. A larger interactive TV studio is housed in Oak Hall. The interactive TV studios support distributed instruction and the K-20 network. A close working relationship exists between Media Services and the library. Because of the increased use of technology in instruction and because of overlapping responsibilities, MVC Media Services was moved under the direction of Information Technology (IT) in Media maintains an office in the library and works closely with library staff to ensure seamless assistance to patrons. At WIC, the library continues to manage media services. (5.D.4) At MVC s Norwood Cole Library, the number of computers available for student use has increased from eight in 1999 to 40 as of October WIC IT has increased the computers available in the library from seven in 1999 to 32. Thirty of the computers in the WIC library are used by IT as the student computer lab, contributing to an increased use of the library and circulation statistics. Using the library computers, students can access the library catalog, over 5000 ebooks, 21 online databases, and internet resources. Wireless internet access is available in both campus libraries. (5.C.1) Library computers are generally in high demand throughout the day and during peak times, suggesting that additional computers are needed. Online resources provide support for students taking courses at remote facilities and through elearning programs. Full-text resources added include NetLibrary ebooks (2005) and online reference and article databases. Authentication software was implemented in 2006 to facilitate off-campus access to library-licensed online information resources. (5.C.1) The MVC Norwood Cole Library building, remodeled in 1994, meets ADA standards. Current square footage is 26,730 sq. ft. Occupant load is 286 persons, with seating for 266. The Czarna Collins Reference Room is used for library orientations, teleconferences, and meetings, and is available as a study area when not otherwise in use. This room is equipped with a TV monitor, VCR/DVD combo, computer, data projector, and screen. In addition, three conference rooms are available in the library for group study or meetings. The library was recarpeted during the summer of 2008 and provided the staff an opportunity to make needed changes to the library layout to support the changing collection. (5.C.1) The WIC Library, built in 1992, comprises approximately 5400 sq. ft. with an occupant load of 129 and seating for 70 in the main library area. This facility is also ADA compliant. During the summer of 2006, the carpet and shelving were replaced. Adjacent to the campus library is the Oak Harbor branch of the Sno-Isle Regional library. Initially, the two libraries shared a reading room, but the space was divided into two separate rooms in The WIC Library uses room 122 now for multi-purposes: both as a quiet study room and for library instruction. The three DVD/VHS viewing and listening stations at WIC are located, one each, in the main section of the library, in room 126, and in room 127. Room 127 also houses three computers (two PCs and one Mac) for multimedia applications and serves as an instructional room for library reference education for small groups and as a conference room for group study. Room 124 has been divided into two rooms, one that serves as a computer lab for Disabled Student Services and for group study and a second that serves as the Work First computer lab and training room. (5.C.1) In 2006, SVC entered into an agreement with Centralia, Highline, and Green River community colleges to share a license to CONTENTdm, a digital repository system from OCLC in order to provide online access to local content. CONTENTdm handles storage, management, and delivery of digital collections in any format to users across the Internet. Planned digitization projects include various Skagit archive materials such as the Vi Hilbert Lushootseed language collection, The SVC Cardinal newspaper, and local Latino history. Only the Cardinal newspaper digitization project is currently underway. (5.C.2)

142 142 Skagit Valley College Self Study 2009 The cooperative Virtual Reference Services project ( ) was a Library Service and Technology Act (LSTA) grant awarded to Skagit and Grays Harbor College. It was implemented as a pilot to support the Washington State Virtual Campus. During , the grant project expanded to local high schools in Mount Vernon, Anacortes, Sedro-Woolley, La Conner, and Friday Harbor. When the grant ended, the high schools were unable to continue participation due to lack of funding. SVC and Grays Harbor College continued the project with local funding. Cooperative Virtual Reference Services with Grays Harbor ended in November However, Skagit maintains online reference services through instant messaging and . (5.C.2) SVC library faculty members were recognized by the Washington State Library for their innovative work on the virtual reference grant pilot and grant monitors noted their exceptional performance in providing online reference service. (5.B.1) Staffing and Management The Skagit libraries have a combined staff of full-time equivalent (FTE) employees. (5D) The administrator of library services (Dean of Library, Learning Resources, and Basic Skills) is 0.5 FTE in the library and.5 FTE in basic skills. Professional librarians (3 FTE at MVC and.71 at WIC) provide information literacy instruction, reference services, and collection management. Each campus has a highly qualified support staff (4 FTE at MVC and 2 FTE at WIC) that performs a variety of tasks from routine circulation functions to complex technical and supervisory functions. (5.D.2) In the past ten years, the number of employees in the libraries was reduced by 3.31 FTE. Of those, a.4 FTE staff position that supported evening and Saturday hours and a.12 FTE librarian position that supported Saturday hours at MVC were lost during budget decreases in Due to this reduction, Saturday hours are no longer available on a regular basis at the MVC library. The full-time librarian at the WIC library retired in 2007, and the position was replaced with a.71 FTE faculty. Beginning in 2006, the library administrator at MVC split her time with oversight of the basic skills department at.5 FTE. Also included in the reduction total was a media technician whose position was transferred to the information technology department in While these reductions affected the availability of weekend hours and services, technological improvements, such as shifting to online full text journals and reducing print periodical collection management, have resulted in work efficiencies. (5.D.1) Table 5.2 Staffing FTE, 1998 and 2008 Administration (Duties now include Basic Skills) Faculty Mount Vernon (reduction in 2003) Whidbey Island (reduction in ) Staff Mount Vernon Whidbey Island The professional librarians are faculty members, subject to the same conditions and requirements for tenure, promotion and sabbaticals as teaching faculty. (5.D.2) They support college initiatives and serve on college-wide committees. A librarian serves on the Instruction Committee, which approves changes and proposals for new academic programs. Librarians perform collection development and assist classroom faculty in acquiring appropriate resources to support instructional programs. (5.D.5) The institution supports professional development for the librarians and support staff, enabling them to attend relevant workshops and conferences and increase their knowledge and skill. (5.D.3) Up until 2005, staff members attended the annual meeting of the Washington Association of Library Employees (WALE). Two staff members attended the national conference of Council on Library Media 1 0 Total

143 Library & Information Resources 143 Media Technicians (COLT) in 2004 and librarians regularly attend the College Library and Media Specialists (CLAMS) conference, Washington/ Oregon joint Association of College and Research Libraries (ACRL), Off-Campus Librarian conference, Internet Librarian conference, and the Library Orientation Exchange (LOEX) conference in the West. The technical services librarian has been active in the Innovative Interfaces Northwest users group (NWIUG). As a result of these activities, faculty report on ideas such as new techniques to format web pages and ways to assess information literacy. Other examples of professional development involvement include presentations and attendance at the Center for Learning and Teaching (CLT) roundtables and articles submitted to the Teaching and Learning Newsletter. In addition, several library faculty and staff have attended the Washington State Faculty and Staff of Color in Higher Education conferences. To fund these activities, the library faculty and staff have made use of college professional development funds and the Washington State Library Continuing Education grants. Each librarian serves as liaison to specific programs and departments. They contact the departments and work with instructional faculty to select and deselect library materials. The library faculty members work closely with nursing to review books and periodicals and have worked with departments such as automotive, culinary arts, and paralegal to update materials. The librarians have offered instructors ideas for improving library research assignments through CLT presentations and will offer feedback on assignments when students have difficulty. (5.D.4) Professional librarians provide instruction and reference assistance for all library users. During the academic year, librarians are scheduled at the MVC reference desk during all open hours (63.5 hours per week). At the WIC library, a librarian is available 25 of the 65 open hours per week during the academic year. Telephone reference is available during all open hours, including summer. In addition, online reference is available district wide via and instant messaging. (5.D.1) Statistics on reference transactions are kept manually. Diligence by the library faculty ensures that face-to-face reference statistics are fairly accurate. However, statistics on instant message reference transactions have been spotty. As a result, Skagit Valley College will implement OCLC s QuestionPoint winter quarter QuestionPoint will provide 24/7 reference assistance online to Skagit students, staff, and faculty and support students when the libraries are closed. Monthly library staff and faculty meetings are held to facilitate departmental communication and participation. Meetings are held via interactive TV in order to include both MV and WIC library faculty and staff. In addition to staff and faculty meetings, librarian meetings are held separately once a month. The dean of the library also visits the WIC library once a month to provide consultation assistance and to continue to facilitate communication. To provide guidance and assure consistent actions by library employees, operational policies for circulation and technical services are updated by library faculty and staff on an ongoing basis. However, the library staff and faculty have not conducted a thorough review of the policies and procedures in nearly ten years. A systematic review plan should be established. Library policies are on reserve at the circulation desk and available on the library website. (5.B.3) As a percentage of the overall college budget, the library funding has dropped from 4.6% in to 2.56% in Most of the decrease is a reflection of decreased staffing at MVC. The library lost a one-eighth time librarian position and a parttime staff person. In 2006, the media technician position was moved to Information Technology and the library administrator assumed additional duties outside of the library. In 2007, the WIC library lost part of a library faculty position. SVC libraries look well-staffed compared to the the four comparison libraries. However, none of the comparison libraries also staff a branch library or maintain a substantial second collection. The need to cover two sites stretches the funding provided. The district allocation for library materials also dropped from $64,089 in to a low of $54,000 in The library received an

144 144 Skagit Valley College Self Study 2009 infusion of $5,000 beginning in However, the reduction in the library materials budget presented a challenge in the face of double-digit inflation for books and periodicals. Since 1999, average book prices have risen by 50% and periodical prices by 150% (Bowker annual 2007: Library and book trade almanac). The library responded by adding more databases to increase both the number of journals and the availability to online students, To do this, the library eliminated over 100 print periodicals subscriptions. The library currently subscribes to 176 print periodicals. Total print and non-print subscriptions are provided in Exhibit 5R.4. The district library goods and services budget decreased from $65,750 in to $63,192 in In the past, goods and services allocations have been used to supplement the print materials budget. However, because the library is now focused on online databases, the goods and services funds are being redirected to the online databases. Costs of electronic databases are also increasing. An allocation of $4,000 to support online library databases was added in , but increased funding is needed to maintain adequate resources and services to students. (5.D.6) Planning and Evaluation Library faculty, staff, and administrators participate fully in the planning processes of the College. Library personnel sat on the committee to develop Skagit s new Strategic Plan; others serve on the Governance Steering Committee. (5.E.2) The library had a strong voice on the General Education Task Force, which incorporated Information Literacy into the General Education Learning Values. (5.D.4; 5.E.1) The library also has a seat on the Instruction Committee, and library personnel are active in teaching and learning activities at the college. Planning and evaluation processes strictly pertinent to the library are ongoing. All district library personnel participate in an annual unit meeting to establish action plans for the library based on institutional goals and priorities. The plan is reviewed and evaluated at the end of the year (5.E) through the annual reports written by library faculty and staff. (5.E.3) In 2006, the library received a small grant for training through a customized marketing workshop. The library faculty and staff worked with the consultants to develop a plan to reach out to students and faculty. The plan included development of READ posters utilizing photographs of students and college employees, a fall open house, establishing a library advisory committee, and outreach in the campus center building to introduce the college community to new databases. Turnout at the fall open house and the READ poster presentations have been excellent. The library has done a good job of implementing the plan, except for establishing the advisory committee. The library marketing plan can be found in Standard Five Exhibits. The library s collection has undergone extensive updating in response to evaluation and review. The 1998 statistical analysis of the collection indicated an aging collection, and as result of the Library and Media Services Program Review conducted in , the president s cabinet encouraged the library to update collection as budget permits. The library addressed this challenge by performing an extensive deselection project. Further, the librarians updated the collection development policy to include a scheduled timeframe for updating and evaluating the collection. The result is a more current and relevant collection to support the institution s degrees and programs. (5.E.3) Library-specific questions on the CCSSE yielded data that resulted in updated online resources. Responses to questions regarding student computer usage and student satisfaction with library resources and services indicated that the majority of students surveyed used off campus computers to access online library resources. In response, the library has increased its online resources, adding periodical databases, an ebook collection, reference databases and links, and the information literacy online tutorial (TILT). A library blog implemented in October 2007 facilitates student awareness of the library s online resources, and allows for direct and immediate student feedback. (5.E.2; 5.E.3)

145 Library & Information Resources 145 Student surveys and petitions have provided feedback from both campuses to help the libraries establish open hours according to student needs. At Mount Vernon Campus, student requests for longer hours have been satisfied by rearranging staff schedules to accommodate an earlier opening. Students have also requested weekend hours at the MVC library, and hours have sometimes been added before final exams as budget permits. WIC library has usually been able to fund weekend hours; moving the general computer lab into the library at Whidbey has allowed the library to open on Saturdays with the assistance of the computer lab aides. (5.E.3) Information literacy instruction has been assessed over the years using various instruments such as pretest/posttest, the one minute paper (also known as the half sheet response ), and TILT. Application of these instruments has not been consistent. With the help of a three-year Library Services and Technology Act (LSTA) information literacy grant, awarded in 2005 through the State library, student learning objectives, assessment rubrics, and an implementation plan have been developed, constituting a more regular and systematic information literacy evaluation schedule. (5.E.3) Strengths and Challenges Strengths The libraries are making good use of available technology. In 2006 the MVC library expanded the number of computers for student use from 8 to 40. WIC library moved the computer lab into the library adding 25 computers. Wireless access to the internet was added in both libraries. New online databases have been added over the past ten years, raising the number from 2 to 19. Two community college ebook collections have been added. As the library moved to online periodical databases, the databases provided more depth and breadth to the scholarly journals available to students. Librarians added an online information literacy tutorial (TILT) to assist instructors with the new general education learning value for information literacy. The age of the library collection has improved over the last ten years as a result of focused deselection of books in response to collection analysis conducted in The library faculty and staff are experienced and strive to serve the college community. Librarians are well respected and active in faculty affairs. Staff members are active on college-wide committees and engaged with student life. Professional development opportunities are provided and every staff and faculty member participates in classes, workshops, and conferences. Collaboration ensures that librarians are partners in information literacy and are regarded as colleagues. Participation in the statewide Information Literacy Grant helped library faculty to learn about learning theory and develop an information literacy plan. Librarians work together with instructors to meet their needs for library resources and services. Challenges The shrinking library budgets in the face of increasing costs for resources and staff challenge the libraries ability to provide adequate resources and services. Changes in technology will continue to challenge libraries as they try to meet the needs of their college communities. Work on improving the aging library collection. Establish a library advisory committee. Meet student demands for weekend hours of service. Assure that policies and procedures are current through a periodic review schedule. Maintain and update the library webpage as needed. D evelop and implement assessments of the libraries collection and services.

146 146 Skagit Valley College Self Study 2009

147 Information Technology 147 STANDARD FIVE-B Information Technology Information Technology Resources and Services (5.A.1, 5.A.3) Access to modern information technology is essential to the pursuit and achievement of the College s mission, vision, values and goals. The Information Technology (IT) and elearning unit provides a full range of support services for computing and webbased systems at the College s campuses, centers, and other remote sites including Head Start and ECEAP locations. While the configuration of the unit had been relatively unchanged for much of the last decade, a strategic plan objective (4.3) was included in the revised strategic plan (April 2006) which suggested that the structure and staffing of the IT unit be evaluated to improve coordination and services. As a result, the elearning function (formerly distance education) and media services were combined with IT in 2006 to better meet the increasing growth and demand for information and data systems. The webmaster position was moved from the Public Information Office to IT. While the services provided by IT are highly interrelated, the primary functional areas are described below. elearning The large geographic area of the College district provided impetus for Skagit Valley College to be one of the early adopters of distance education in the state. The College offered video tape courses for many years and made the transition to online distance learning in the 1990s. In fall 2007 Distance Education was renamed elearning, consistent with the new terminology being used in the state. elearning staff administer the Blackboard Course Management System and support students and faculty who are current or future Blackboard users. Another change over the past ten years has been the shift of online instructional responsibilities from IT to the instructional units. This migration happened slowly but included scheduling of courses, faculty contracts, and, most recently, part-time faculty budgets. Online delivery of courses at the College continues to grow. Currently, 1200 course sites and 5000 system-user accounts are managed through elearning. Online class enrollments have increased steadily since The FTES generated in online courses was 932 in compared to 362 in In , elearning accounted for 21% of the district total FTES. The majority of groundbased classes offer a Blackboard site to enhance classroom activities. Hybrid courses, which combine on-ground and on-line learning, have increased from 23 classes serving 443 students in 2003, to 136 courses serving 1807 students in (5.B.1) Network Services Network Services has four components wide area network, printer resources and , server management, and HP 3000 connectivity that enable and maintain the networking infrastructure for the entire district.

148 148 Skagit Valley College Self Study 2009 Recognizing the importance of communication between all members of the community, the College implemented a unified network and system in All employees have accounts which can be accessed on campus through Microsoft Outlook or off campus using Outlook Web Access. Since fall 2007 all students are provided with an SVC account through Google Mail. Student accounts are issued using a standardized format and automatically entered into the student s Blackboard account for use with elearning and hybrid classes. Student s are downloaded for each class section so that faculty can an entire class by choosing the course item number from the college address book. accounts are also provided to alumni. (5.B.1) Web Services Web Services provides internet and portal functions, including support services such as online advising, podcasting, intranet portal spaces for staff and students, online ticketing for McIntyre hall, web marketing and advertising, content management, and remote access for course management system, audio and video conferencing, and document sharing. In addition to , there are a variety of webbased applications and online services available to students. These include online library services, admission and registration forms, financial aid application, wireless services, computer labs, smart classrooms, media production, MySVC EduApps (document sharing, document storage, collaboration tools, student electronic mail accounts, Blackboard/ online classroom), and MySVC Toolbox(, online registration, online record access, online advisor,, and online schedule and catalog searches). (5.C.1) Originally planned as a tool to access computer network services and disseminate information and news, MySVC quickly grew into an all-encompassing student technology service. The main component of this student resource is the MySVC EduApps start page found on the SVC website: MySVC EduApps offers students a one stop, online resource for accessing registration functions, personal account information, student , Blackboard, online document creation and storage, and other educational resources. The MySVC EduApps page also features a Really Simple Syndication (RSS) feed where the Student Life office can instantly send out announcements, information updates, or emergency notification. (5.C.1, 5.D.4, 5.E.2) Since fall 2006, student services and IT have collaborated to deliver online advising and technical support to both prospective and current students. The system allows students to chat with an advisor in real time to obtain one-on-one assistance with admissions, scheduling, and degree requirements. Students who have utilized this service report high satisfaction with online advising (see Standard 3). Currently the hours advisors are available online is limited and variable. (5.C.1, 5.B.2) Online technical support is usually available from 9am to 6pm on business days. In , IT deployed SharePoint Portal Services, a web-based server application that supports communication, document sharing and management, and threaded discussions. This system was used to replace the previous College Intranet, where all faculty and staff access key information. With this change the Intranet/Portal can now be accessed directly over the web from off-campus in a secured environment. While the tool has not been widely-used, it has been an essential communication and document management tool for governance committees and for the accreditation process. In December 2007, a Website Advisory Committee was reestablished work with the web services administrator to continuously develop and improve the College s web presence. Members of WAC advise the web services team about organizing web directories, improving navigation and flow, suggesting functional template changes, developing new electronic services, and helping set policies and guidelines for faculty, staff and student managed web pages. The committee is made up of district wide individuals from information technology, instruction, admissions, registration, counseling, student life, the public information office, and student government. (5.D.4, 5.E.1, 5.E.2, 5.E.3)

149 Information Technology 149 The web services team is taking steps to develop goals, guidelines, training, and support to ensure website needs are met. Changes currently being planned and implemented to support the college s strategic goals include workshop schedule and course description online search, integrate program pages with the toolbox and MySVC, revamp the look and feel of the entire college website, increase web support and training, website accessibility compliance, develop website style guide, and implement website tracking, and traffic data. (5.E.1) Administrative Services Administrative Services supports faculty, staff, and administrator accounts on the HP 3000 and desktop tools for administrative computing (financial management system, student management system, personnel and payroll management system, financial aid system). Administrative Services also provides support for the degree audit, room scheduling, cashiering, account management, MIS reporting, library system, Data Express reporting tool, application security, fee calculation, facilities condition survey, and staff . IT administrative and web services teams have been actively involved with implementing a number of web-based administrative management tools including the Point of Sale (POS) systems for the cafeteria; Hershey systems for imaging and workflow management; and Megamations, a computerized facilities maintenance management system. IT also uses Megamations as a computer help desk tool for tracking, viewing, and assigning help desk requests. In the near future this software will also be used to track equipment inventory and become a preventative maintenance tracking tool. Adapting the College s online credit card payment system allowed the SVC Foundation has to offer online registration to participants in Foundation fundraising events. A new online donation form was also implemented on the Foundation website during winter This easily completed web form allows potential donors to give to the annual fund or to a specific scholarship/fund name of their choice. (5.D.4) User Services At both MVC and WIC, IT staff provide user services and media services based on campus needs. User Services includes the help desk and computer laboratory support. The help desk provides support for all faculty and staff regarding computer hardware and software installation and maintenance, printing resources, and access to the campus network. The laboratory support group manages all general-use computer labs, technology-enhanced smart classrooms, scheduling and technical support for the Interactive Television (ITV) studios, and over 40 specialty labs across the district. In 2008, a MySVC Tech-Know Bar and student help desk were established in the MVC Campus Center lobby allowing students to interact and learn from their peers and IT staff members. The Tech- Know Bar serves as additional support for the help desk and systems administrators by answering routine network usage, registration, and account access questions. (5.B.2, 5.C.1) Media Services Media Services supports student and faculty videoproduction related to classroom instruction. Faculty or staff can check out digital video cameras, audio recorders, portable media players, slide projectors, multimedia projectors and laptop computers. Media Services at MVC also provides assistance with video editing and student development of multimedia projects. Access to Information Technology Resources Training and support in the use of educational and information technologies is an important part of the mission of the college to support students, faculty, and staff. The College provides training and support for the efficient and effective use of technology resources, including training sessions with technology trainers at MVC and WIC and individual training sessions with IT staff. Sessions cover such topics

150 150 Skagit Valley College Self Study 2009 as updating department and program websites and using elearning tools. (5.B.2) Computer Labs Data collected from the 2007 Community College Survey of Student Engagement indicates that 69% of Skagit students are most likely to access the web from their home, up slightly from However over 20% access the web from campus computer labs. Where are you most likely to access a computer with an Internet connection to do your school work? Home Campus computer lab Campus library Other facilities on campus Work/Office Total There are three general access computing labs on MVC as well as specialized labs for instructional departments and testing, totaling over 100 work stations. Each of the general labs is designed to accommodate varying instructional needs. For example, Ford Hall104 has 40 computers for individualized studies, Ford Hall 212 has 26 units configured for group work with tutoring support especially for Math classes, and the Library computing lab has 40 workstations for library-related research. There is a Mac lab located in Hodson Hall. The Whidbey Island Campus has three general access computer labs and seven special-purpose labs. There are two dedicated computer labs each at the South Whidbey Center and the San Juan Center. (5.C.1) Classrooms During media services and help desk staff worked with the College facilities department to design and install new smart classroom technology. The multimedia stations include computer, network access, DVD player, locked podium, multimedia projector and display screens. Currently the College has 45 technology-enhanced classrooms district-wide equipped with computerized multimedia resources. Interactive Network The K-20 network is a statewide fiber network connecting all educational institutions) also serves as an interactive TV system (an interactive ISDN and IP-based system that runs over the K-20). Five teleconferencing studios, three on the Mount Vernon Campus and two on the Whidbey Island Campus, and one mobile unit, are used for cross-campus and -center meetings as well as state meetings. The studios are also used for elearning classes offered collaboratively with Whatcom Community College, the University of Washington, and Washington State University. (5.B.1, 5.B.2, 5.C.1) Wireless Services Wireless services are available to students, staff, and faculty on MVC, WIC, the South Whidbey Center, and the Marine Technology Center. Twenty-four general/departmental labs and twentyfive smart classrooms are available and heavily scheduled, reflecting adoption of technologies by faculty and students. Technology training is available to students, faculty and staff. Students have access to Blackboard and college accounts from both on and off campus. (5.C.1, 5.B.5) Information Technology Equipment and Facilities (5.B.1) As network and web services have grown, IT facilities have expanded. Equipment and facilities upgrades performed since 2005 included a new data center with auxiliary power, fire suppression, and increased security. The IT Data Center was constructed in Walter Roberts Hall. This expansion provided the filter and air conditioning systems needed to protect important IT functions

151 Information Technology 151 supporting all College programs and operations. The facility also provides the generator backup to keep the system running and the data safe, should a major power outage occur. An important aspect of this expansion is that it positions the campus for future infrastructure development. The HP3000, the primary administrative platorm for all the state s community and technical colleges, is housed and administered at SBCTC-IT in Bellevue. The HP3000 functions support payroll, student registration/records, financial aid, and finance. While the state has invested in the latest HP3000 upgrades, the technology and software is 25+ years old and in need of replacement. The state has made several attempts over the past 15 years to replace the HP3000 system with minimal success. A new go forward plan is under way to find a better way to upgrade from the HP3000 without the risks that have derailed the previous projects. In addition to the system HP3000 server, the College maintains adequate servers for the computing needs of the College and has equipment replacement plans for replacing servers and other essential equipment as necessary. Personnel and Management (5.D) The Dean of Information Technology and elearning reports to the Executive Vice President for Instruction and Student Services and is a member of the President s Cabinet. Consequently, IT perspectives are heard and IT issues are brought forward and discussed at a high level while, at the same time, IT forums and advisory groups ensure that stakeholder concerns are also heard. The IT dean oversees the district network, administrative computing, and web services, as well as the user and media services offered at MVC. The IT dean also collaborates with the IT staff at WIC to ensure cross-district coordination and consistency. For example, on the first Wednesday of each month, a meeting is convened with all personnel from all instructional and/or informational units across the district. The meeting is an opportunity for individuals to describe their current projects and any anticipated difficulties. If overlaps in projects or responsibilities are identified, a short dialog ensues, usually ending with a mandate to develop a joint plan that addresses the need of each constituency. Weekly technical meetings are held on Thursdays for the dean and staff to collaborate and update on the technical aspects of ongoing projects and issues. The IT team uses SharePoint for administration, communication, and projects. SharePoint Portal sites are routinely created for IT projects to provide IT staff the opportunity to develop high-level skills with this technology. Cross-training on key skills such as network account administration, server administration, software installation, and database administration/ development is provided through regular on-site training sessions, off-site technical skills training, and job shadowing for certain tasks. The purpose of this cross-training is to 1) provide an opportunity for individuals to learn new skills in their current positions, 2) provide backup for a position that suddenly needs additional help or a substitute, and 3) to provide more flexibility for high- and low-demand periods that are experienced in many areas. As an example, the IT User Services group conducts a training session every Tuesday morning which includes media staff and technology trainers. The IT staff are highly qualified as shown in the unit staff information in the Standard Five Exhibits. In addition, the unit relies heavily on student workstudy and part-time employees to staff computer labs, help desk, and assist full-time employees in all IT areas. In addition to be fiscally effective, this employment provides current and former students with hands-on, authentic learning opportunities they might not otherwise enjoy. Planning and Evaluation (5.E) The IT unit participates in developing action plans and measures to meet the College s mission, vision, values and strategic plan. The IT staff is aware of the essential role played by the department in keeping the College s information and instructional

152 152 Skagit Valley College Self Study 2009 operations functioning and secure. The criticality of the IT unit s work is underscored in the current strategic plan. For example, Strategic Goal #4, Facilities and Technology, includes objectives related to 1) developing a plan for purchasing, maintaining, upgrading and replacing technology and equipment, 2) evaluating the IT administrative structure and staffing, and 3) increasing technology training for the college community. Technology literacy is also one of the College s General Education Learning Values. While the IT staff must focus on the daily needs of the college for informational and instructional computing, they also make time to participate on College governance and non-governance committees. The IT dean has been particularly active on state-level technology committees, bringing the needs of the College to these discussions and decisions. IT also assists others in the college community to develop goals and plans for instructional and administrative technology that maintain and improve programs and services. The Dean for Information Technology and elearning, along with the Executive Vice President for Instruction and Student Services hold periodic focus groups with the college community. The dialogue collected has been used to create a Gantt chart containing project information and timelines, available to the College community on the portal and in the Standard Five Exhibits. The Gantt chart posting allows the college community to follow the progress of IT projects. Project management is accomplished through the use of Gantt charts that identify the project team, time-line, and breaks the projects into its subcomponents. This document is regularly updated, shared with the campus community, and assists with managing the allocation of the unit s resources. (5.E) Students at SVC recognize their vested interest in maintaining instructional equipment and voted in a Technology fee seven years ago. In 2007 students voted in new bylaws that change the way these resources are allocated. Under the new bylaws student will ask the campus community for input on the technology needs for the following year. Students will listen to presentations on the requests, prioritize them, and vote on what to fund. Students will have approximately $500,000 to allocate each year to technology support for students. (5.E.1, 5.E.2) Strengths and Challenges Strengths The Information Technology (IT) and elearning unit provides a comprehensive range of support services for instructional technology, academic computing, and web-based systems at the College. Students consistently show strong support for and engagement with instructional technology; the level of student involvement in IT operations generally is high. Challenges The continually increasing demands for webbased applications have stretched the capability of the unit given current staffing. G iven the constantly changing landscape of technology, the IT unit is challenged to ensure that classrooms and labs have consistent versions of instructional software. The IT unit prepares and submits an annual budget in accordance with the College s planning, budgeting and reporting cycle as described in Standard One and the unit s project plans. The College gives IT budget a high priority and funds the unit adequately. (5.D.6)

153 Governance & Administration 153 STANDARD SIX Governance & Administration Relationships are at the center of and are the key to Skagit Valley College s national recognition for excellence in student learning engagement (e.g., Washington Monthly Magazine, August 2007; Met Life Award for Student Retention, 2003). Similarly, the institutional culture at Skagit is characterized by collegiality and a strong emphasis on the value of relationships and community. In this environment, participatory governance structures and a long-standing culture of mutual respect and cooperation are pervasive and represent core strengths for the college. As one Skagit faculty member has said, Skagit values a Learning College s democratic approach. The complexity of governance and administration is significant for the College, with district-wide operations that include two campuses and three learning centers extending over three counties, two of which are a collection of islands in Puget Sound. Significant teamwork, training across organizational lines, and an emphasis on inter-departmental communications and problem solving contribute to achieving the institution s mission and goals despite the complexities of governance and administration. Skagit Valley College Board of Trustees Skagit Valley College trustees are appointed by the Governor of the State of Washington for a fiveyear term in accordance with RCW 28B As shown in Table 6.1, trustees represent a range of community interests. As provided in RCW 28B , the President is not a member of the board, but serves as Executive Secretary to the Board. Trustees may not have any employment, contractual, or personal financial interest in the college. (6.B.1) Trustees must adhere to the Public Disclosure Act and The Washington Ethics in Public Service Act (Chapter RCW). (6.B.3) Members of the Board of Trustees, according to Board Policy GP-3, deliberate in many voices, but Table 6.1: Skagit Valley College Board of Trustees, 2008 Name Board Role Occupation Debra Lisser Member Fundraising, marketing Years of Board Service Number of Terms 5 1 Tom Moser Chair Attorney 8 2 Gordon Don Piercy Member Marketing 2 1 Margaret Rojas John Stephens Member Member Consumer Affairs Coordinator Programs Administrator months 1

154 154 Skagit Valley College Self Study 2009 govern in one; the Board of Trustees of the College can legally function only as a unit; individual acts of a Trustee in relation to college matters are considered those of a private citizen. (6.B.2) Under the policy governance model adopted by the Board of Trustees (BOT) in July 2000, the BOT is a policy making board responsible for setting broad policies and monitoring progress in the achievement of goals, while the College president is responsible for operational policy. The organization, duties, responsibilities, ethical standards, and operating procedures are clearly defined in the SVC Board Policies provided in the Standard Six Exhibits. (6.B.3) The BOT holds monthly meetings, except in August when it normally schedules a planning retreat. Special meetings are scheduled as needed, providing board members with information about specific programs, activities, or issues. At each board meeting, representatives from student government, the faculty union, and the classified union are allotted time on the agenda to report on their activities or concerns. The board generally has at least one planning retreat during the year. In addition to planning, study sessions provide the board an opportunity to learn about and give feedback to college staff concerning all college operations including especially the learning activities of the college. For example, at a joint Board of Trustees and President s Cabinet planning retreat in August 2005, board and cabinet members were invited to participate in an activity that came to be called A Letter to our Students. The letter was guided by three questions about what each hoped Skagit students might know and be able to do as a result of attending the College. The responses are reported in Table 6.2. After answering the questions individually, participants shared their lists. Interestingly, the knowledge, skills, and abilities described by the board were embodied in the soon-to-be-proposed general education learning values and outcomes, which were then shared with the board members. Such activities are consistent with one of the College s core Learning Values, which emphasizes Table 6.2: Board and President s Cabinet Letter to our Students When you are no longer attending Skagit Valley College, I hope that. in the company of others, you will be able to Listen well Appreciate alternative views Think critically Communicate effectively Engage in civil discourse in a wide range of topics Take personal responsibility for your actions Speak about your learning experiences at SVC where you live, you will be able to Make an effort to know your neighbors Seek an active role in building community Help those less fortunate Continue lifelong learning Use your knowledge and skills to maintain a positive lifestyle Make a good living Be creative and appreciate creativity in your relationships with people around the world, you will be to Be an ambassador Understand and appreciate others world view Think critically and talk supportively Be tolerant and open-minded Be a good steward See yourself as part of the whole learning in a climate of open inquiry, respect, academic freedom and scholarship. The beliefs expressed by the College leadership are indicative of support for student learning and reflect the values of the College: inclusiveness, social equality, community building, and relationships. Board Policy BSL-4 requires that the performance of the College president be reviewed on an annual basis and that his or her performance will be considered to be synonymous with organizational performance as a whole. The evaluation is based on three items:

155 Governance & Administration The policies and ends monitoring data provided during the evaluation cycle, 2. Specific goals and expectations set for the CEO by the Board at the beginning of the evaluation cycle, and 3. Overall adherence to SVC Board policies. The board also conducts periodic self-evaluations, with the most recent occurring in Board members reviewed and discussed the results of their self-evaluation at the Board retreat held in August Board and Operational Policies In July 2000, the Skagit Valley College Board of Trustees adopted a policy governance model. Under this model the BOT is a policy making board, setting policy direction with broad policies that provide clear direction and limits (BOT Policy GP-1). The BOT employs a chief executive officer, the College president, as the institutional leader to whom they delegate operational responsibilities (BOT Policy GP-1, BSL-1, and BSL-2). The board has established policy in the following areas: Governance Process (GP) Board-Staff Linkage (BSL) End Policies (E) Ends Fiscal Health and Stability (EF) Board policies are included in the Standard Six Exhibits and posted on the College website ( asp_q _pagenumber_e_1319). Operational policies and procedures are developed based on delegated administrative authority from the board and are reviewed and endorsed through the college governance process. (6.A.1) Although the College revised its operating policies and procedures in , the policies were 1) written with the Mount Vernon Campus as the primary point of reference, 2) not effectively linked to corresponding state laws (RCWs) and administrative rules (WACs), and 3) lacking any established process or delegation of responsibility for updating them. Shortly after Dr. Tollefson began his tenure as president in 2003, he directed his administrative Cabinet to begin updating the district s operational policies and procedures to eliminate these limitations. The President directed that the Cabinet develop a revised Operational Policies and Procedures Manual (OPPM) that was web-accessible, appropriate to and usable by all college campuses and centers, included appropriate references to Washington law and codes where applicable, and user-friendly and accessible to all college constituents. In preparing for this task, a standardized format was created. Definitions were established for elements of the OPPM that helped distinguish between operational policies and operational procedures. Operational policies ensure compliance, reduce institutional risk, and provide direction for carrying out board policies, and they have institution-wide application and support the college mission and values; operational procedures describe actions or constraints necessary to comply with and/or implement operational policy. This new structure also established Unit Procedures, which describe actions specific to the various units within the College that promote effective and efficient day-to-day operations. Unit procedures identify participants in carrying out the procedure and their responsibilities. Unit procedures are available to the college community on the college intranet so that all employees have access to the correct procedures necessary to the performance of their jobs. Administrative responsibility is assigned for periodic monitoring of each section and subsection of the OPPM so that each section reflects current state and federal laws, board policy, agency guidelines, and Northwest Commission on Colleges and Universities accreditation standards. This review responsibility process ensures consistency between policy and procedures and other Skagit publications, both in print and on the web. A checklist has been created to assist administrators with accomplishing these tasks. The administrator responsible for each

156 156 Skagit Valley College Self Study 2009 subsection will complete a new checklist on an annual basis. Although most sections are created to comply with board policy and state or federal mandate, the internal review process through the College s governance system provides an opportunity for the college community to provide oversight, input, and endorsement of the operating policies and procedures developed by the administration. Prior to submission through the governance process, each OPPM section is reviewed by Cabinet and, when appropriate, submitted to the Assistant Attorney General (AAG) for review. In addition to paper copies available in each administrative office, the College libraries, and in each unit, operational policies and procedures are posted on the College s public web site and serve as the primary access for the college community. A print version of the SVC Operational Policy and Procedures Manual is included with the Standard Six Exhibits. One of the challenges for the College is to maximize coherence of procedures and practices across the district. Administrative restructuring (discussed below) and clarification of the OPPM language are examples of ways in which this challenge is being met. Not only do these efforts maximize coherence, they provide a means of increasing equity and accountability. (6.A.1, 6.A.4) Revised Governance Model A college-wide effort to review and update the operational governance structure was undertaken in A task force was formed and began the process by conducting research, gathering input from the college community, evaluating models, and drafting preamble and purpose statements. Hearings were conducted at the two campuses, and the task force presented five models to the college community by the end of the academic year. Based on feedback, the task force narrowed the choice to three potential models, recommended the composition of governance committees, and recommended best practices for operational governance. In the fall, after a district-wide presentation of the three models, feedback indicated a strong preference for the clearinghouse model, which was ultimately adopted. The model provides for a district-wide Governance Steering Committee (GSC) that serves as a clearinghouse for proposed changes to operational policy and procedures. If the GSC determines that a request is, indeed, a governance issue, that body forwards the request to the appropriate standing committee or, alternatively, establishes a short-term solve and dissolve task force that is tasked with exploring the issue. If the GSC determines that the proposed change falls under the purview of administration, the request is forwarded to the appropriate administrator. Graphical representations of the governance structure and an overview of the governance process are included in the Appendix. There were initially two formal Standing Committees in the governance structure: Instruction and Student Services. Following adoption of the General Education Task Force recommendations for revision of the general education program, the President established the General Education Implementation Committee in spring More recently, a request was sent through the Governance Steering Committee to establish a Sustainability standing committee. This was approved by the President in winter Rationales for adding several new standing committees are currently under review. The structure and processes of the College s governance system are implemented intentionally to restrict discrimination and honor inclusiveness. As indicated in Table 6.3, all standing committees have district-wide representation and include student members. (6.A.3) Students have a number of opportunities to be involved in leadership across the district, including student government and serving on governance committees as noted in Table 6.3. Students also have opportunities to serve on important non-governance committees. For example, each Tenure Review Committee includes a student representative. Appointments of students to both governance and non-governance committees are normally handled by student government leadership. Since a majority of Skagit s students attend part-time (63%)

157 Governance & Administration 157 and often have significant work and family obligations, student attendance at committee meetings is not consistent. (Policy 6.E) Skagit faculty members have an active role in governance, as noted in Table 6.3. Faculty comprise the membership majority on both the Instruction Committee and General Education Implementation Committee and are represented on other governance committees. Faculty appointments to governance committees are made by the Skagit Valley College Federation of Teachers (SVCFT). Faculty are also actively engaged in a variety of non-governance committees. This active role of the faculty in college governance encourages predictability, accountability, and efficiency in completing institutional tasks. Other governance committees include solve and dissolve task forces and subcommittees. A solve and dissolve task force is created by the GSC to address a specific issue that has district-wide implications. The task force is composed of both stakeholders and those with expertise to help resolve the issue. For example, an elearning Solve and Dissolve Task Force, created in 2008 to identify the level of student success in elearning courses and make recommendations for improvement, is comprised of teaching faculty and representatives from administration, the library, Student Services, and Information Technology. Subcommittees are established by a standing committee with the purpose of addressing a specific problem or task related to the work of the standing committee. Subcommittees are temporary, with timelines for the work set by the standing committee. The membership of the subcommittee may include standing committee members and others individuals with expertise or an interest in the problem or task to be addressed. The clearinghouse model was a significant departure from the College s long-standing structure. Despite training at in-services and through workshops, many employees and students were initially confused about how governance issues were handled and tracked. College-wide survey results in both 2004 and 2007 suggested that most respondents employees and students did not know or disagreed with statements that the structure reduced duplication of effort, established a more efficient means of deciding procedural and policy issues, or minimized time spent on committees. However, over half of all respondents knew how to submit an issue through the governance system. Faculty, staff, and administrative leadership made adjustments and worked hard to communicate college-wide how individuals could bring issues into the system for consideration and how the process works. A 2008 survey of employees suggests that progress is being made: a slight majority agreed that the structure reduced duplication of effort, provided a more efficient means of deciding procedural issues, and minimized time spent on committees and that they had a broader understanding of how decisions were being made at the College. Student government leadership has been actively involved in revising the governance process, and 2008 student survey responses indicate growing understanding of and satisfaction with the governance process. Copies of the reports from 2004, 2007, and 2008 are included in the Standard Six Exhibits. (Policy 6E) Leadership and Management Skagit Valley College is led by President Gary Tollefson, who assumed the presidency in May Dr. Tollefson has held faculty and administrative positions in public schools and higher education for thirty-seven years. He received his doctor of education degree in educational leadership from Seattle University and a baccalaureate degree in history and a master s degree in student personnel administration both from Western Washington University. Instruction and Student Services programs are led by Dr. Harriet Custer. Dr. Custer assumed her present duties in July 2007 after holding a similar position at Illinois Valley Community College and other administrative and teaching positions in Iowa for over thirty years. She received her doctor of philosophy degree from Iowa State University and brings a wide range of skills to this position. The Vice President for the Whidbey Island Campus is Dr. Mick Donahue. Dr. Donahue has been continued on p. 159

158 158 Skagit Valley College Self Study 2009 Table 6.3: SVC Governance Standing Committees Committee Name Governance Steering Purpose To receive issues related to governance policies or procedures as submitted in writing by college stakeholders and to assess the incoming issues for the purposes of channeling them to the appropriate bodies for due consideration. These receiving bodies may include standing committees to deal with operational governance issues, solve and dissolve task forces to be formed when issues are outside the charge of the standing committees, and other individuals or committees to deal with issues that are deemed to be outside the realm of operational policy and procedure. Representation The GSC is composed of twelve (12) members representing administration, faculty, classified staff, exempt professionals and students. Membership is districtwide. Instruction The Instruction Committee charge is to develop districtwide policies or procedures relating to the instructional program as included in the OPPM, including reviewing and recommending new degree programs and certificates that are 45 credits or more, graduation and degree requirements, significant changes to the College s instructional schedule and calendar, proposed new full-time faculty positions. Twelve (12) members representing cross-district constituencies, including three instructional administrators, six instructional faculty, one counselor, one library faculty, and one student. Student Services Student Services Committee charge is to develop policies and procedures in the area of student programs and services as included in the OPPM, including review and recommendations related to Special Programs/units associated with supporting student success, Student Activities, Academic Records and Academic Standards, Matriculation, and Student Rights and Responsibilities. Twelve (12) members representing cross-district constituencies, including two Student Services administrators, two Student Services faculty, two Student Services classified staff, two Student Services exempt professionals, one instructional faculty, and three students. General Education Implementation Establish a full-implementation schedule for all changes and for all degrees based on recommendations from the General Education Task Force and the subsequent recommendations from Instruction Committee, and assess student learning and other outcomes related to the changes to the Gen Ed Program. The President, in consultation with the faculty union, appointed the members, including seven faculty members and one administrator. Sustainability Working with Skagit Valley College stakeholders to develop and maintain environmentally-friendly practices and ensure that maintenance, upgrading and retrofitting of campus facilities and grounds, as well as future construction on campus, are as energy efficient and environmentally sustainable as possible. Researching, advising, and curriculum development for implementation of programs in sustainable practices. Grant writing to support green practices, education and construction on campus. Over-sight of a web presence highlighting the College s achievements in promoting sustainable practices in the region as a means of attracting students and educating the community. Working with the President s Office to realize our commitment to reducing the College s carbon footprint. The committee membership will be ad hoc, with all interested faculty, administrators, staff, and students from both the Mount Vernon and Whidbey Island campuses encouraged to participate. The initial meeting will be called by Ben Fackler-Adams, Mike Witmer, and Larry Sult, at which time a chair, vice chair, and secretary will be elected for the year, and a meeting schedule will be established.

159 Governance & Administration 159 continued from p. 157 at WIC since 1993 and provides leadership for the South Whidbey Center and the San Juan Center as well as the Whidbey Island Campus. Dr. Donahue holds a MEd in Counseling and Guidance from Loyola University and a Ph.D. from the Community College Leadership program at the University of Texas, Austin. Mary Alice Grobins has served as Interim Vice President for Administrative Services since September She brings to the position nine years of service at the State Board for Community and Technical Colleges as the Director of Financial Services. Previously she held a non-partisan staff position developing the higher education budget for the House Appropriations Committee in the Washington State Legislature. Her MBA was awarded by the University of Washington. A number of significant administrative changes have been implemented since the College s last accreditation review, all intended to provide greater cohesiveness, improved lines of communication, and student success. To maximize overall coherence as well as to recognize interdependencies between the Instruction and Student Services units, the position of Vice President for Student Services was eliminated and the duties combined with those of the Vice President of Educational Services to create the new position of Executive Vice President for Instruction and Student Services. The new position provides an emphasis on district-wide planning and on scheduling across both campuses and all three centers to achieve stronger oversight and continuity for Instruction and Student Services units. The Information Technology Dean position was consolidated with the Distance Education Director in 2006, consolidating resources and personnel in support of both activities. Distance education scheduling was decentralized and now is developed by each instructional area of each campus and center with coordination oversight by the Executive Vice President. The Associate Dean of Library/Media Services was given administrative responsibility in 2006 for Adult Basic Education and English as a Second Language, with her title changing to Dean of Library, Learning Resources, and Basic Skills. A separate full-time Director of Basic Skills was initiated in Three associate dean positions were created in Additional student retention-related duties were added to the Director of Student Life position to create the focus for the Associate Dean for Student Life and Retention position. The Associate Dean s task was to develop new cross-organizational programs focusing on retention. One of these programs was the Counseling-Enhanced Developmental Learning Community project, a joint effort between Student Services and academic programs. This project has already received national recognition and will be included in the Department of Education s publication Community Colleges Can! The Associate Dean for Workforce Programs is a redesigned director position created to provide stronger support for and coordination of district-wide workforce programs. Finally, a new Associate Dean for the Whidbey Island Campus has been created as an upgrade to previously existing part-time positions. The new position will assist with the growth and development of programs at that campus. Explanatory Note: As was indicated in an amendment to the introduction to this self-study, extraordinary revenue issues for the state of Washington developed during the fall of Skagit Valley College was asked to enact budget reductions which included a hiring freeze, travel restrictions, and equipment budget reductions. The hiring freeze resulted in the College naming the Associate Dean of Students to replace the retiring Dean of Students on an interim basis, with other existing personnel asked to fill portions of his previous duties. The Associate Dean for the Whidbey Island Campus was successfully hired prior to the freeze, but the Associate Dean for Workforce Programs was later in the queue and the position has not been filled. An Executive Director of McIntyre Hall was established when the new theater and conference center opened in The facility was built with a single donation of six million dollars from the McIntyre family, with community donations, and with tax

160 160 Skagit Valley College Self Study 2009 revenues authorized by state law and Skagit County. It is operated by Skagit Valley College via an agreement with the Skagit Public Facilities District. The Executive Director of College Advancement and Global Initiatives was established in 2007 with consolidated responsibility for public information and publications activities and the Skagit Valley College Foundation and to support the development of student and faculty international exchanges, study abroad, and international contract training. This new position replaces a position that was lost from the public information office in 2003 due to budget reductions. The Dean of Students, the Academic Dean, the Workforce Dean, the Dean of Information Technology/Distance Education, the Dean of Library, Learning Resources, and Basic Skills, the Executive Director of College Advancement and Global Initiatives, and the Director of Institutional Research joined the President s Cabinet in The existing Cabinet members included the Executive Vice President for Instruction and Student Services, Vice President for the Whidbey Island Campus and San Juan and South Whidbey Learning Centers, and the Executive Director of Human Resources. The Cabinet meets weekly to monitor college enrollments, operating and capital budgets, and human resources issues. Other major agenda items for Cabinet in recent years have included the OPPM, the Emergency Response Plan, and accreditation. In addition, an Administrative Team, which includes Cabinet members and representatives from all other line administrators, meets monthly to discuss and give suggestions about issues coming before the President s Cabinet and to facilitate cross-organizational communication. In 2005 the President agreed to re-structure on a trial basis the Mount Vernon Campus academic departments from approximately 18 department chairs into three divisions to be supported by division chairs elected by the faculty and approved by the President. The SVCFT and administration recently agreed to form a joint committee to review the current division structure and develop proposals for a new structure during Administrative flexibility and a willingness to create partnerships is an institutional strength that has allowed Skagit Valley College to be responsive to community needs and to create many new program and community service opportunities, such as the I-BEST Program, the Northwest Career and Technical Academy, the Skagit River Poetry Festival, and the GEAR UP Program. And although the College is seen by its many communities as an institution that successfully bridges them together in pursuit of community and economic improvement, there has been a significant sense among the College s faculty, staff, and administrators that our plate is often too full. One of the College s challenges in coming years will be to prioritize the many options to create greater focus on the opportunities that will best meet its mission and serve its community. Role of Institutional Research Institutional Research, under the leadership of Dr. Maureen Pettitt, conducts research; analyzes data from federal, state and local sources; and disseminates findings on a wide variety of topics. All student, personnel, and financial information for Washington s community colleges resides on a HP 3000 legacy system operated by the information technology arm of the Washington State Board for Community and Technical Colleges (SBCTC). Data is collected from all community and technical colleges. The SBCTC maintains a system data warehouse and provides system-level information, much of which is posted on the SBCTC website at Colleges are provided electronic data for their own individual institutions. This data is, consequently, a snapshot at a specific point in time. Alternatively, data in the College s Student Management System (SMS) can be accessed using Data Express procedures. This data is live, and, because it has been updated as appropriate, the data may differ from that provided in the State

161 Governance & Administration 161 Board snapshot. One of the roles of Institutional Research (IR) is to help the college community understand how data is collected and why results from different data sources may not match. In addition to accessing and reporting data from the SMS and the data warehouse, IR regularly provides administrators with information used for decision-making, for example, data for program review. Faculty members in the department or program have the opportunity to respond to this data as part of the program review process. IR also conducts ongoing surveys of student satisfaction, including the Community College Survey of Student Engagement (CCSSE), surveys of professional-technical advisory committee members, and a myriad of on-demand surveys and information requests. Several years ago, IR developed and continues to update a resource called The Matrix, a web-based tool on the College s public website that includes data of interest to college constituents ( skagit.edu/news3.asp_q _pagenumber_e_1968). Data sources include the U.S. Census Bureau, the Washington Office of Financial Management, Washington State Employment Security, the Washington Office of the Superintendent of Public Instruction, and the Washington State Board for Community and Technical Colleges. The Matrix also includes data generated by IR for both specific and general purposes. An overview of the current Matrix contents is provided in the Standard Six Exhibits. IR is also responsible jointly with faculty for developing student Learning Outcomes Assessment Plans (LOAPs) and measuring achievement of those learning outcomes. The 1999 accreditation visiting team recommended that significant attention be given to program level outcomes assessment. In addition to an assessment plan being developed and implemented, the Institution needs to demonstrate how the data will be used to improve instruction on a continuing basis. As a result of that recommendation, the College adopted a standardized format for planning and implementing assessments of program- and department-level learning outcomes, a framework that emphasizes the improvement of teaching and learning. The assessment plan elements include identification of program objectives, student outcomes, criteria, assessment methods, and timelines. The last two sections of the plan ask faculty to describe the results of their assessment activities and how those results were used for program improvement. (6.C.7) Qualifications and Evaluation of Administrators The College administrative and exempt employees are well qualified to carry out the duties and responsibilities for their particular positions. Many of staff members have come from faculty, classified, or midlevel management to their current administrative positions. Most administrators serve on state-wide councils and commissions, serve on SBCTC governance committees, and are proactive in assuming leadership roles in state organizations. Although recruitment for upper-level administrative positions has been difficult, the College has been fortunate in employing retired individuals on an interim basis, and those individuals have brought with them system knowledge that has contributed to the ongoing effectiveness of the institution. Finally, while the College has successfully recruited highly qualified and experienced administrators for all of its positions, several have been actively recruited away by other colleges and universities, and others have retired, leaving Skagit with a significant number of interim status administrators. Strategies must be undertaken to ensure the active long-term development and stability of leadership for the College. Administrators have been evaluated several times since the last accreditation visit. The first evaluation was completed during summer The process included three assessment elements: 1) evaluation of administrator by direct reports and peers, 2) administrator self-assessment, and 3) supervisor review. A Supervisee Assessment Form was completed by those who report directly to the administrator

162 162 Skagit Valley College Self Study 2009 being evaluated, and the Peer Assessment Form was completed by at least two of the administrator s colleagues. Each administrator submitted a self-assessment, which included a progress report on the degree to which he or she had met institutional goals as well as their area/unit goals and objectives. This process was paper-based and became quite burdensome to administer. A request for feedback about the process generated a significant number of suggestions about how to improve it. Another evaluation of administrators and exempt staff was conducted in The process included the three assessment elements used in the 2003 evaluative process. However, the Assessment Form for peer evaluations in 2006 was a web-based survey. As in 2003, each administrator and exempt staff member submitted as a self-assessment a progress report regarding the degree to which he or she had met the area or unit goals and objectives, especially as they related to the goals and objectives of the College and the Board of Trustees Ends Policies. This evaluation process was more efficient than the prior process. (6.C.3) The evaluation instructions and documentation for both the 2003 and 2006 evaluations, as well as the 2003 feedback report, are provided in the Standard Six Exhibits. Employment and Salaries of Administrative and Exempt Staff Policies and procedures for administrative and exempt appointments may be found in the Standard Six Exhibits. The Executive Director of Human Resources facilitates the committee process for preliminary screening of applications, conducting interviews, and making recommendations for hiring. The Board of Trustees has delegated to the College President the authority to hire. In 2004 an exempt salary survey was conducted by a committee of exempt employees. A final report on salaries for administrative and exempt staff was presented to the President and administrative and exempt staff. The report was a culmination of a review process by a committee representing both groups and as appointed by the President. The committee completed an extensive evaluation of all administrator and exempt employee duties and responsibilities, reviewed competitive salary information (external and internal), and developed a comprehensive salary schedule which was submitted to the President. As a part of the process, each administrator and exempt employee had the opportunity to submit documentation regarding their duties and responsibilities. The supervisors had an opportunity to review these documents, and committee findings and recommendations were provided to the college community at several open forums. Because of budget limitations, the recommendations were implemented in a three-year process. The initial exempt compensation survey is included in the Standard Six Exhibits. (6.C.8, 6.C.9) Affirmative Action and Nondiscrimination It is the responsibility of the President of Skagit Valley College to assure that all employees, students, and job applicants receive equitable treatment in employment and educational opportunities. It is also the overall responsibility of the President to assure that the College s affirmative action and equal employment opportunity programs are carried out. To ensure that complaints about affirmative action or discrimination are quickly and fairly resolved, five ombudspersons representing classified staff, faculty, and administrative employees have been identified and trained to investigate complaints, eliminate barriers to equal opportunity, and provide assistance with training on topics related to diversity, discrimination, and affirmative action. Affirmative action goals are set for the employment of women, African Americans, Asians, Hispanics, Native Americans, disabled persons, Vietnam-era veterans, disabled veterans, and persons aged 40 and over. A summary of Workforce Profile Data is included in the Standard Six Exhibits. (Policy 6.1)

163 Governance & Administration 163 Collective Bargaining Skagit Valley College has a positive history of labor relations through the collective bargaining process. Several years ago, the College and the SVCFT adopted an interest-based bargaining approach to negotiations, which has resulted in a successful problem-solving focus. The current CBA is presented in its entirety in the Standard Six Exhibits. As part of Civil Service Reform in 2005, the community college presidents determined that it would be in the best interest of the community colleges to have the Governor s Office utilize one central negotiating process for the master agreements for classified staff. A legal representative from the Office of Financial Management Labor Relations Office as well as a team of college level administrators represents the system s interests in negotiating the master agreements. As a result, the Office of Financial Management Labor Relations Office negotiates on behalf of the College with the Washington Public Employees Association (WPEA), which represents classified employees. Negotiations for the next two-year contract ( ) are currently being conducted. The current agreement with WPEA is provided in the Standard Six Exhibits. The College s governance structure and processes encourage inclusiveness, evaluation, and continuous improvement. The College is provided and uses data to inform decision-making. Challenges W hile the governance structure and process are inclusive and continually refined based on feedback from the College community, there is a strong interest in improving governance. College members who are represented by both the SVCFT and WPEA have been active members on the accreditation self-study committee and have participated in a variety of self-study activities, forums, and surveys, and in writing and document reviews. (Policy 6.2) Strengths and Challenges Strengths The College has a diverse and highly engaged Board of Trustees whose members act expertly and ethically for the good of the College. The College has an experienced and highlyqualified leadership team whose members, working collaboratively with faculty, staff, and student leadership, move the College toward accomplishment of institutional mission, vision, values and goals.

164 164 Skagit Valley College Self Study 2009

165 Finance 165 STANDARD SEVEN Finance The Administrative Services unit provides responsible, forward-looking stewardship of Skagit Valley College s financial resources. The unit conducts its functions in support of students, faculty, and staff through open and transparent processes that demonstrate a commitment to the College s mission and strategic plan. Services include those provided by student accounts, facilities management, budgeting, accounts payable/receivable, travel, purchasing, bookstore, and security. Effective communication of processes, rules, and laws related to financial actions reduces uncertainty and is critical to the proper and lawful operation of the college and to building confidence in the administration of the College. Skagit s well-defined financial planning and operations process have been crucial to maintaining stability over the past ten years. During that time period, the Vice President of Administrative Services position has been held by four incumbents, including the current interim VP. This turnover is counterbalanced, however, by exceptional stability in other positions in the unit. Despite the changes in unit leadership, the established planning processes were followed, providing both continuity of service to the College and guidance to each new administrator. The state s recent economic downturn will affect the College s budget. Although the precise budget reduction will not be known until the legislature takes action in spring 2009, we expect and are planning for up to a 20% budget cut. The College has implemented processes to identify potential budget reductions for the current fiscal year and for , and has established principles and criteria to guide planning. Budget forums have been held to inform employees about the budget situation. The Board of Trustees is also regularly updated on budget matters, both current and future. Standard 7.A Financial Planning As a state agency, the College s financial planning is guided by the Washington State Office of Financial Management (OFM), following State laws and regulations. The State Board for Community and Technical Colleges (SBCTC) has responsibility for the college system s operating and capital budget requests and for allocation of those budgets to colleges. SBCTC issues annual operating budget allocations based upon the state s biennial operating budget. The SBCTC also issues biennial capital budget allocations based upon the state s biennial capital budget. OFM and the SBCTC maintain a multiple-biennia capital plan that provides stable planning for capital projects that often require up to three biennia for completion. Skagit s BOT has statutory authority to develop and implement the College s budget based upon state budget and accounting rules and guidelines issued by SBCTC in funding allocations. (7.A.1) Financial planning for the College s future is strategically guided, specific, and, of necessity, flexible, and it follows the same processes that are used for other types of college planning. The planning, bud-

166 166 Skagit Valley College Self Study 2009 geting and reporting cycle is presented in Standard One and in the Appendix. (7.A.2) Operating budget development begins in February with a review of the College s Strategic Priorities by the Administrative Team (which represents all units of the College). Based upon the strategic priorities identified for emphasis in the coming year, the Vice President for Administrative Services develops and presents operating budget preparation instructions to the President s Cabinet. Cabinet members then take the instructions to their units for action. The Vice President for Administrative Services then meets frequently with Deans individually in order to provide them with necessary information and to provide early communication to Administrative Services about the scope of potential budget requests. Two rounds of open budget forums (held at both Mount Vernon and Whidbey Island) allow faculty and staff to discuss legislative budget assumptions and Skagit budget priorities, and to voice questions, suggestions and concerns. Unit budget requests are reviewed by the Administrative Team before being presented to the President s Cabinet. College administrators conduct a working session on the proposed budget with the BOT, and the BOT takes action on the budget at its June meeting. (7.A.2) Finally, the annual budget is published and is available in the college library and online at the college website and is distributed to all units for use in operations. The College s operating budget is provided in the Standard Seven Exhibits. (7.A.3) The State of Washington s capital budget planning is based on a multiple biennia process. Skagit capital planning is conducted within the framework of the SVC Facilities Master Plan, which is based upon the College s Strategic Plan. The Facilities Master Plan is included in the Standard Seven Exhibits. The Cabinet determines which capital projects to advance for funding to the SBCTC. As part of that process, departments identify capital project needs so that state funding for repairs and maintenance projects can be allocated across the College. (7.A.2) Although the SVC Master Plan for facilities development looks far to the future (to 2015,) actual planning for building begins when a project proposal has been approved. The state s long capital planning horizon can pose a challenge because cost estimates at the beginning of a four- to eightyear process may be far different than actual costs when construction begins. Skagit has demonstrated creativity and flexibility in meeting these challenges. For example, the Science and Allied Health building, scheduled to open in September 2009, was originally planned at just below 70,000 square feet but was downsized to 57,400 square feet because of the rise in materials and labor costs. However, through a supplemental capital budget allocation, ITV classrooms were added back in to building plans, restoring the new building to 68,000 square feet. A similar adjustment was made in the planning for a second approved building project that is scheduled to open in (7.A.2) The fact that the College plans and allocates funding based on mission and goals is evidenced by its decision in to earmark an additional $105,000 to upgrade technological equipment in the classrooms in support of the Strategic Plan s goal of creating sustainable, improved, and modernized learning and working environments. A study was conducted to create a priority list of classrooms and estimated costs. Funds were subsequently allocated and smart classrooms were created across the campus. A similar commitment of $125,000 for the purchase of classroom equipment was made in the budget planning process. Thus far this year, these funds have made possible the purchase of additional computers and headphones for ABE/ ESL, digitizing tablets and multimedia projectors for academic faculty and their classrooms, a dynamometer and alignment equipment for Automotive, a common rail diesel engine for Diesel program, and computer upgrades for faculty and classrooms. A challenge to planning for equipment acquisition and replacement is minimal state funding levels, despite SBCTC requests for equipment funding in the past two legislative sessions. Information Technology (IT) is currently developing a replacement plan, and professional-technical programs are using a lease purchase to acquire high-cost instructional equipment. (7.A.2)

167 Finance 167 That the operating budget process allows for flexibility to meet the changing needs over the two-year budget period is evidenced in the decision, in planning the budget, to allocate money to underwrite enrollment growth and retention initiatives to address the drop in enrollment in the academic year. The newly allocated monies allowed for staffing changes and program adjustments that resulted in an increased enrollment in to the effect that enrollment goals were met for the current year and lost enrollment from the first year of the biennium was also made up. These investments and their outcomes put Skagit in position to receive enrollment growth funding from the state in (7.A.2) In addition to state oversight, the Board of Trustees conducts detailed reviews of budget planning and budget changes, if they occur. Just as the board is a partner in determining the strategic priorities that guide the fulfillment of the College s goals and mission, so also board members participate in the collaborative process of budget considerations. The board is highly supportive of the work of the Administrative Services VP. The board receives full financial reports monthly and is informed promptly of any changes or events regarding fiscal issues. The SBCTC and the Board of Trustees appear also to have solid confidence in the fiscally conservative and programmatically progressive policies and procedures of the College s administration, as evidenced by the responsiveness of these governing agencies to Skagit s requests for support. For example, the College has been very successful in competing for scarce capital funding, new targeted enrollment programs, and funds to improve salaries for part-time faculty. The board has permitted the use of onetime reserves for high priority operating and capital projects, including the renovation of the Campus Center building. (7.A.1, 7.A.3) The process for using debt for capital purposes is controlled by State policies (see Article 6, RCW 28B and procedures issued by the Office of the State Treasurer). The request for authorization is first approved by the SBCTC for inclusion in the SBCTC capital budget request. Requests are reviewed and approved by OFM and the State Legislature. All debt is processed through the Office of the State Treasurer and reported to the BOT periodically. Skagit currently has two capital debts: one that was used to construct the San Juan Center, and the other was used to renovate the Campus Center on the Mount Vernon campus. (7.A.4) Standard 7.B Adequacy of Financial Resources The College s operating budget is supported by a variety of revenue sources, including state-allocated funds, tuition revenues, and revenues from grants, contracts, interest earnings, and other college programs. State allocated funds comprise roughly fifty percent of the College s revenues. While the majority of state funding may be spent at the discretion of the College, there are also funds earmarked by the state legislature and the SBCTC to support specific initiatives, and these funds frequently involve a competitive application process. Skagit has been successful in seeking and obtaining these competitive funds, including apprenticeship programs; nursing programs at WIC and MVC; integrated basic skills and professional-technical programs (I-BEST); science, engineering and math programs; and an initiative to improve student persistence. All of these funds are directly related to the College s strategic priorities. For example, I-BEST funding has been used to increase access for under-educated adults and persons needing English language skills while they are being trained at the same time for employment. This has resulted in higher student enrollment for such I-BEST programs as ESL/Welding. (SVC Strategic Priorities 1.1, 3.2) Allocations for the growth of enrollment in transfer science, math, and engineering courses have provided increased staffing in the Math Center and have funded projects such as guided study group sessions. (SVC Strategic Priorities 1.1) Student Persistence allocation funding was used to support students in developmental education programs by providing counseling services to integrate

168 168 Skagit Valley College Self Study 2009 college success skill teaching into Skagit learning communities for highly promising results (SVC Strategic Priorities 1.1, 1.4, 1.8) In addition to the above, resources have been committed to training staff in grant writing to improve the College s ability to identify and successfully apply for funding of such strategic priorities as global education/study abroad opportunities. (SVC Strategic Priorities 1.5) Skagit has also sought and obtained resources to meet the College s strategic needs capital projects over the past ten years. Skagit has followed an aggressive plan for updating campuses that were in sore need of modernization. This includes Oak Hall at WIC, the major remodeling of Hodson Hall and the Student Center at MVC, and a new Science and Allied Health building at MVC. A new academic/ student services building at MVC has been approved and will open in A renovation of Hodson Hall at MVC was curtailed due to inadequate state funding, and the College subsequently identified local resources to complete that renovation, which is underway in (7.B.1) Skagit has exercised prudence in the incurrence of debt. On occasion, opportunities arise that provide avenues to advance significant goals. At those times, costs and benefits are carefully weighed and decisions are made as to whether to take advantage of the opportunity at hand, even if it requires incurring debt. The sources of payment for debt are identified prior to issuing the debt. Payment is routinely managed through the operating budget process. Once the debt is established, an amortization schedule is prepared that displays the annual payment for both interest and principle until the debt is paid. The current and future requirements are displayed on amortization schedules. (7.B.2) Financial records evidence a history over the past three years of financial stability, following a period where state budget cuts and drops in student enrollments posed fiscal challenges. Student enrollment the major budget driver in the SBCTC allocation of state resources has stabilized and is growing solidly. Skagit achieved the SBCTC-imposed enrollment targets, which allowed the College to qualify to receive enrollment growth funding in FY (7.B.3) All of Skagit Valley College s transfers among the major funds and interfund borrowing are legal and prudently planned and follow regulations set forth by the Governmental Accounting Standards Board (GASB) as constructed by the OFM. An example of the College s appropriate practice of interfund borrowing is in the operating budget, which shows an interfund use of $350,000, the specific uses of these funds, and approval of the action by the BOT. The purpose of this transaction was for the enrollment project referenced in 7.A above. (7.B.4) Skagit provides adequate resources to support all of its offerings, including occupational, technical, and professional programs. In addition to NWCCU accreditation, industry-level advisory boards monitor many of the College s professional-technical programs. Also, outside accreditation is required for some programs including nursing, paralegal, and medical assisting, and these national accrediting agencies also confirm adequate resources. The Automotive Program and Marine Technology Program have received awards in recognition of program excellence. Finally, further indication of the College s commitment to the instructional program is the significant increase in both part-time and fulltime faculty salaries. The full-time salary level has moved up from near the bottom of full-time faculty salaries statewide to well above the state average. These changes demonstrate a strong commitment to funding instruction programming, since approximately 80% of the College s budgeted expenses for were for salaries/benefits. (7.B.5) College programs are regularly reviewed. Such a review led to the termination of an outside agency contract for our Intensive English Language Institute. Managing the program internally has resulted in a larger program at a lower cost. The costs and benefits of the truck driving program were recently examined to see if there are cost efficiencies to be gained from a re-organization of the program. The program is currently suspended while financial models from other colleges within the state system and elsewhere are being researched. The process of

169 Finance 169 reviewing a program s funding, quality of instruction, and several other indicators is central to support of the College s mission and the strategic goal of assessment. (7.B.5) Student financial aid in the state of Washington is a high funding priority of the state legislature. The Washington State Need Grant is consistently expanded by the legislature to hold existing students harmless from tuition increases, and also to provide more aid dollars to serve growing budgeted enrollments. In FY , fifty percent of students enrolled in aid-eligible programs received a total of just over $1.5 million in State Need Grants. SVC students also received $2.3 million in Pell Grants, and $272,000 in federal and state work study programs. There are numerous other sources of student financial aid, including access to federal student loans, new state programs such as the Opportunity Grant program, and the newly created program that provides tuition and other assistance to students who are eligible for food stamps. SVC also assists students by granting tuition waivers. The total amount waived in FY amounted to $98,000. (7.B.6) The Board of Trustees has established and maintains a Board Designated Reserve of $1,479,374, which is restricted with the intention of holding an emergency fund adequate to respond to unforeseen financial emergencies that may arise. (7.B.7) In addition to the restricted reserve, the College completed FY with an unrestricted fund balance of just over $3 million. This unrestricted fund balance provides an extra measure of security and allows the BOT to respond to recent opportunities such as an allocation of $1,300,000 toward the Campus Center Renovation Project and an allocation of $1,435,996 to purchase property adjacent to the campus in fall This new property will provide additional classroom and office space for several of our programs and will help us move toward the Master Plan goal of enlarging the Mount Vernon Campus footprint for future growth. (7.B.7) The College operating budget does not include any funding from auxiliary enterprise operation. Other than costs directly related to the enterprise operations, the only commitments against auxiliary enterprise revenues are for a portion of the bond payments related to the Campus Center building renovation. For this purpose, the bookstore is committed to $80,000 per year, and the Culinary Arts enterprise is committed to $15,000 per year. Both of these enterprise operations are receiving a significant benefit from the Campus Center facility and should realize increases in revenue as a result of the Campus Center renovation. Current operating budgets are provided in the Standard Seven Exhibits. It should be noted that the College is committed to using enterprise funds to support instructional programs. In that light, when McIntyre Hall opened and took over most of the catering work from Culinary Arts, the College allocated $30,000 in to the Culinary Arts program to offset the loss of the catering income. Adjustments have been made to the program and program funding levels are being monitored. (7.B.8) Standard 7.C Financial Management The President reports at every board meeting, and at additional times, concerning the financial adequacy and stability of the institution. In addition, the Vice President for Administrative Services makes monthly financial status reports at each board meeting. Periodic reports have also been made concerning actions of the Administrative Services unit related to internal control reviews as a result of state audit recommendations. As previously mentioned, the board works with the President and the Vice President for Administrative Services in an annual Board of Trustees study session as part of the budget building process. (7.C.1) Financial functions of the district are centralized under the Vice President for Administrative Services, who reports directly to the President. The business operation reports to the Controller. A major strength of the unit is the experience and service orientation of the staff. They provide excellent service to the other units, to students, to outside vendors, and to agencies in the day-to-day operation of the College. As an example, the student speaker at last spring s graduation cited the college cashiers

170 170 Skagit Valley College Self Study 2009 and their service to students. While the complexity of the business operation reflects the size and the significance of the transactions, the College has not been successful in adding needed resources to assist in budget development. An added challenge to fiscal management is an antiquated financial management system that is used by all Washington community and technical colleges and that was scheduled for replacement three years ago. (7.C.2) All expenditures and income are fully controlled by the College, including scholarships and grants funded by the College Foundation. Operating budgets, as previously mentioned, are reviewed monthly by the SVC Board of Trustees and all funds are reviewed with the board as needed and annually. (7.C.3) Skagit s Operational Policies and Procedures Manual (OPPM) Section 6100 clearly details the expectations for receipt and disbursement of funds. This manual has been approved by the board. In addition, the College performs internal control reviews of departments and locations as part of a continuing effort to strengthen this area of operations. The Vice President for Administrative Services periodically provides information concerning internal control reviews at board meetings. Investment activity is governed by the State Treasurer s office and is periodically reported to the board. (7.C.4) Skagit s accounting system is managed through a centralized, system-wide technology support function that reports to the SBCTC. The Washington SBCTC accounting system follows generally accepted principles of accounting. (7.C.5) Because Skagit is a public institution, all college funds are subject to audit by the Washington State Auditor s Office (SAO). Private and federal financial aid and grant program accounts are included in this audit. Skagit has been audited six times since the last accreditation visit and has responded immediately and earnestly to audit results. The state audit resulted in a finding and a management letter. The issues were addressed immediately, and the last state biennial audit ( ) was a clean audit, demonstrating that all prior audit issues have been resolved. Resolution of this issue was due in large part to the efforts of the Controller to make certain that good internal controls were communicated and followed. In addition, the Skagit Valley College Foundation is audited annually by a private auditor. The Foundation Board of Governors and the college President receive a formal report that includes the auditor s observations and recommendations. (7.C.9) (7.C.10) (7.C.12) In addition to the SAO biannual audit, the SBCTC performs an annual internal audit. This audit includes a formal letter that reviews the funds and makes recommendations. The letter also comments on the status of prior year recommendations. In addition, the college Controller performs internal control reviews on college departments and sites. These reviews include recommendations and followup, and results are communicated to the appropriate deans. (7.C.10) (7.C.11) Copies of all audits are available in the Standard Seven Exhibits. (7.C.13) Standard 7.D Fundraising and Development All college fundraising is conducted by either the Skagit Valley College Foundation or the Skagit Valley College Athletic Booster Club. Fundraising is conducted professionally and ethically and complies with state government regulations. The Foundation is celebrating its 30th year; during that time the net assets of the Foundation have grown to over $9,000,000 (including approximately $3,000,000 in the Campus View Village residence hall asset). During , the Foundation awarded over $210,000 in scholarships. In the same year, the Foundation allocated $51,240 for grants to Exceptional Faculty. (7.D.1) The College s endowment funds are managed by the Foundation, which is governed by the SVC Foundation Board. Complete records of Board of Trustees minutes and audits are maintained by the Foundation office, located at MVC. A formal agreement between the Foundation and the College details their relationship. (7.D.2)

171 Finance 171 It should be noted that the agreement between the College and the Foundation has been an emphasis area for the Washington SAO during their review of the College s records. The SAO found the relationship agreement between Skagit Valley College and the Skagit Valley College Foundation to be in compliance with all state and federal provisions governing college and foundation operations. (7.D.3) Strengths and Challenges Strengths Skagit Valley College has open and transparent budget and financial processes that are designed to encourage input, collaboration, and confidence. Experienced, service-oriented administrative services staff provide solid fiscal management in support of the College. The College s most recent audit was clean, with no findings or management letter items. Through prudent fiscal management, the College has been successful in maintaining strong fund balances, which have contributed to financial stability and to flexibility in responding to emergent needs and opportunities. Challenges The College expects serious reductions in its state funding. It will be a challenge to balance these reductions against the needs of our communities. The financial management system upon which college fiscal management depends is an outdated, inflexible platform that does not support modern needs for data and management information. F unding for new and replacement equipment is a continuing challenge for the College, with minimal state support.

172 172 Skagit Valley College Self Study 2009

173 Physical Resources 173 STANDARD EIGHT Physical Resources Skagit Valley College is in the midst of a significant capital construction program that is transforming the College. Recent renovations, current new construction, and plans for three additional projects will result in much improved instructional space and increased enrollment capacity. The economic downturn described under Standard 7 will also impact future capital budgets, although the extent is not yet known. The College does not expect the situation to affect its current construction program or the availability of design funding for the Lewis Hall replacement project described below. The shortfall in capital funds, however, may delay the Whidbey Island Old Main replacement project. Standard 8.A - Instructional and Support Facilities Skagit s facilities are sufficient to support the institution s mission and goals. While a number of facilities across the college district are aging, Skagit facilities personnel work to keep them current by providing necessary maintenance and improvements to meet program needs. In addition, as mentioned above, the College has embarked on an aggressive construction program which will both replace current outdated space and add space for the changing and growing needs of programs and services at all locations. Recent major construction projects include the following: The McIntyre Hall Performing Arts and Conference Center was developed as a result of a community fund raising effort and the creation of a Public Facilities District by Skagit County. This community asset is located on the Mount Vernon Campus (MVC) and is managed by the College with ownership transferred to the College in 25 years. Major renovation of the Campus Center at MVC provided modernized space for student services, the bookstore, food services, counseling services, financial aid services, student activities, international student services, study areas, a large multi-purpose meeting area, and an art gallery. At the Whidbey Island Campus (WIC), Oak Hall was constructed in The 41,000 square foot building was an expansion project that includes modern classrooms, distance education classrooms, various labs, and offices for Skagit faculty. Hodson Hall at MVC was renovated in 2005 to provide additional modern facilities for art and music programs as well as needed additional faculty offices. The MVC Administrative Annex was remodeled to consolidate many administrative functions such as the President s Office, Business Office, Human Resources Office, College Advancement Offices, Public Information Office, Foundation Office, Institutional Research Office, Executive Vice President s Office, and Facilities Management Office; the annex also includes conference rooms. Construction of a 67,000 square foot Science and Allied Health building is in progress at MVC and planned to open for classes in September 2009.

174 174 Skagit Valley College Self Study 2009 Upon its completion a very old facility (Angst Hall, built in 1958) will be demolished. Major projects in planning stages include replacement of Lewis Hall at MVC (built in 1959) with a modern facility for academic programs and student support services, and replacement of Old Main and Sprague Hall at WIC with a new facility for general instruction, student services and administration, and development of a Regional Emergency Services Training Center for both fire fighter and law enforcement personnel In addition to these planned projects, the College has partnered with six school districts to develop the Northwest Career and Technical Academy (NCTA). The partnership has received over $24 million dollars of state funding to create facilities for programs that will be made available to high school and college students, using industry standards-based curriculum and certifications. The costs of student enrollment will be paid to the NCTA by the school districts and Skagit Valley College for their respective students. The NCTA main campus will be constructed on College-owned property at MVC. In addition, a new Marine Technology Center, built as a NCTA satellite, will be erected in Anacortes and will house both high school and college programs using industry standards-based curriculum and certifications. These new facilities will be opened in fall The remodel of the theater area of Hodson Hall at MVC, which will include a new lobby area, better access to classroom space, upgraded seating, and infrastructure improvements will be completed in spring Approximately six acres and a large church building were acquired just east of MVC in spring Plans are currently being made to remodel the building for college use. (8.A.1) Skagit Valley College strives to ensure that its facilities meet instructional needs. This is achieved not only through major projects as described above, but also through smaller-scale, time-sensitive response to changing academic demands. Recent examples of projects undertaken include installation of new science hood systems, upgrades and soundproofing for art and music programs, addition of a manufacturing facility in the welding program, and upgrades to classroom technology throughout the district. (8.A.2) The College s continued efforts to respond to furnishing and equipment needs are an important part of the budget development process. During the planning process, the need to upgrade classroom technology became significant districtwide. To respond to that need, a district-wide assessment of classroom technology needs was made and a priority list established from that assessment. The planning need, assessment, and priority list was later recognized in the budget development process with an allocation of an additional $105,000 to the equipment budget to make significant improvement to classroom technology. In addition, equipment planning and requests for indicated the need for some core purchases to support programs such as automotive technology and resulted in the addition of approximately $125,000 dollars from a one-time source. (8.A.3) Other recent examples include the effort to improve the acoustics in Hodson Hall and upgrading copiers throughout the district. The future development planning effort on the Allied Health and Science facility was an opportunity for faculty to determine the furniture and equipment needed to provide the best support for their programs. In addition, the IT department is establishing a technology replacement plan so that ongoing efforts to manage technology equipment can be anticipated as resources are allocated. (8.A.3) To provide fiscal resources necessary for facility management and maintenance, the College has established the practice of earmarking funding it receives from the state when capital projects add square footage to the College facilities. The earmarked funds are used for custodial, maintenance, and operating costs. Budget cuts five years ago, however, led to a reduction in the size of the college maintenance workforce. While it may be possible to increase maintenance staffing when the College next receives maintenance funds from the state, expected state budget cuts in FY 2008/9 and in the coming biennium may prevent a staffing addition. (8.A.4)

175 Physical Resources 175 In 2002, the College replaced the high and medium voltage power system supporting MVC, including adding a building to house the new power distribution system. Two major campus infrastructure improvements were made during 2006/07. The MVC water and fire lines were replaced, which removed original utility systems installed in the 1950 s and replaced them with a new, reliable system that is appropriate to meet the needs of larger buildings now being constructed on the campus. An IT Center was constructed in Walter Roberts Hall. This project provided the filter and air conditioning systems needed to protect these important IT functions, which provide support to all college programs and operations. The facility also provides the generator backup to keep the system running and the data safe, should a major power outage occur. An important aspect of these projects is that they position the campus for further development well into the future. (8.A.4) Skagit designs its facilities to meet the safety and access codes that are established through local, state, and federal governments. In addition, the College has taken the extra step to review its campus project designs with the ADA Review Committee at the Department of General Administration in Olympia. This review allows the College to expand access planning beyond just compliance and to plan facilities in such a way that access is a major design consideration. (8.A. 5) Skagit makes only minimal use of facilities not part of the College. The ESL/ABE program provides some classes at off-site locations, primarily K12 school district sites or church sites. Some classes are also offered at senior centers. In addition, WIC offers a ceramics class at the high school, an aerobics class at a local dance studio, and swimming and kayak classes at the city pool. In all cases, the facilities that other organizations provide are adequate for the classes offered and meet the standards established for classes offered at campus facilities. (8.A. 6, 8.A.7) Standard 8.B - Equipment and Materials All college sites provide the equipment needed for programs and services. Equipment is maintained in proper operating order and is inventoried by department and business office staff. Examples of inventories are provided in the Standard Eight Exhibits. The budget development process allows units to request equipment and for these requests to be carried forward in the resource process. In addition, special consideration is made when a district-wide need is identified, such as the need for classroom technology. In order to meet that challenge, the IT staff is currently developing a replacement schedule which will allow the College to better plan for the resources needed to meet IT needs. In addition, during budget development, deans develop multiyear equipment needs projections for planning purposes. (8.B.1, 8.B.2) Use, storage, and disposal of hazardous wastes are an important consideration in the planning process, and processes for handling these issues are in accordance with college and state procedures. College staff avoid purchasing hazardous materials whenever possible, and dispose of hazardous waste properly. The physical plant department controls hazardous waste record-keeping and disposal. The department is also making the transition to green cleaning products. In addition, the College makes efforts to recycle materials that may contain hazardous substances, such as florescent bulbs, computers, and waste oil. (8.B.3) Standard 8.C - Physical Resources Planning The College developed a revised Facilities Master Plan for MVC in June, The Facilities Master Plan is included with the Standard Eight Exhibits. That master plan was reviewed by the College and the Board of Trustees and was the basis for two capital budget requests and a successful effort to acquire property adjacent to MVC and a site for the NCTA, funded by the 2007 Legislature. The two successful capital budget requests include the replacement of Angst Hall (with the Science and Allied Health building) and the replacement of Lewis Hall, both at MVC. In addition, as part of the design effort for the replacement project for Angst Hall, the architect provided revisions to consider which were related to the building site for that building. The

176 176 Skagit Valley College Self Study 2009 College plans to revise the MVC Master Plan once the pre-planning effort is completed for the replacement of Lewis Hall. The pre-planning of the Lewis Hall replacement project will identify the building site so that a revised Master Plan and Landscaping Plan can be developed for future project development. The WIC Master Plan was revised in The revised master plan became the basis for developing a capital budget request to replace Old Main and Sprague Hall with a new facility. (8.C.1, 8C.2) The design of new or renovated facilities includes compliance with all state and federal ADA laws and regulations. In addition, the College reviews its plan with the ADA Review Committee at General Administration to provide the best possible access to facilities. District-wide campus safety is a major priority for Skagit Valley College. During Summer Quarter 2007, the College contracted with the law enforcement instructor and the firefighter training instructor to establish a District Emergency Response Plan based on federal guidelines. That plan was completed and reviewed by both the college administration and the board. Initial training was begun in spring In addition, the College has purchased a text messaging system so that consistent messages can be sent to students, faculty, and staff and has just obtained board approval to use unrestricted reserves to purchase and install emergency broadcast systems at MVC and WIC. During the 2008 legislative session, the Governor proposed a campus safety budget that resulted in campus mapping for both MVC and WIC. In addition, the replacement projects for Angst Hall and Lewis Hall will create new facilities which are designed for much greater security than the current facilities. (8.C.3) The Board of Trustees reviews and approves campus master plans and reviews all facility designs before they are finalized. Faculty and staff are also engaged in all master planning and facilities development. During project pre-planning, user groups provide information to the architects so that building adjacencies and size can be established. User groups continue to assist and review the plans during the design stage. The College values this input because it creates a high degree of program functionality in the completed facility. A good example of this process is the planning effort for the new Science and Allied Health facility. This was a very complex facility, with the sciences, nursing, medical assisting, and environmental programs involved in the process. The final result of very significant work by the constituent groups is an excellent design and a great deal of satisfaction with the results among the faculty and staff. (8.C.4) Strengths and Challenges Strengths Skagit has developed and implemented a successful capital program based upon the College s strategic priorities. With sound planning, the College has successfully competed for state capital funding to improve support to instructional programs and to students. In implementing the capital construction program, Skagit has used a collaborative and open facility planning process that relies upon input and ideas from across the campus community and in particular from tenants of the affected facilities. Skagit has exercised creativity in determining funding sources to accomplish critical capital projects, such as the Campus Center, that are not eligible for state funds. Challenges The projected shortfall in the state s future capital funding may delay full implementation of the College s Facilities Master Plan. With growing competition from other state entities for capital funds, the outlook for future state capital funding of two-year college projects is uncertain and may affect Skagit s ability to complete replacements for very old buildings. C ollege maintenance resources are stretched thin due to state budget cuts, posing challenges for both maintaining very old facilities as well as dealing with growth in building square footage.

177 Institutional Integrity 177 STANDARD NINE Institutional Integrity Ethical Standards in Management, Operations and Relationships (9.A.1) Skagit Valley College strives to meet the high ethical standards expected by its constituencies and the public. College Board members, administrators, faculty, and staff are guided by state statutes and College policy and procedures to maintain high ethical standards in the management and operation of the College and in interactions with students, public organizations, and external agencies. The Washington Ethics in Public Service Act (Chapter RCW), which applies to all state officers and employees, is the guiding regulation under which the College operates. All Board of Trustee policies and College operational policies and procedures adhere to state law. The Board of Trustees is guided by Washington statutes, and its public meetings are conducted with pre-established agendas and with opportunity for community comment on all aspects of College operations. The Board has also set policy (GP-7) for its own ethical standards: The Board commits itself and its members to ethical, businesslike, and lawful conduct. This policy includes using proper authority and appropriate decorum as board members; acting loyally on behalf of the interests of the community; avoiding conflict of interest with respect to their fiduciary responsibility; refraining from any attempt to exercise individual authority over the organization except as explicitly set forth in board policies; respecting the confidentiality appropriate to issues of a sensitive nature; and ensuring that public funds, including those related to board expenses, are spent wisely and legally. Ethics in the use of College computers and computing facilities is addressed in the Operational Policies and Procedures Manual (OPPM), which states that computing resources should be used appropriately in accordance with the high ethical standards of the College. College networks and equipment must comply with the standards of state ethics laws and use policies of those networks which provide service. The Center for Learning and Teaching has sponsored several ethics training workshops over the past several years. These workshops have been open to all employees district-wide and have been well attended Conflict of Interest (9.A.4) Rules governing conflict of interest are set forth by the state (42.52 RCW and rules and advisory opinions adopted by the state Executive Ethics Board). College policy states that no employee or officer of Skagit Valley College may have a financial interest or engage in any activity that is in conflict with the proper discharge of the employee s official duties. Further, no employee may use his/her official position to secure special privileges for either him/ herself or any other person, nor receive compensation from any person or entity except the State of Washington for performing his/her official duties.

178 178 Skagit Valley College Self Study 2009 Ethical Standards with Students (9.A.1, 9.A.2) The College annually revises and distributes a code of Student Rights and Responsibilities that includes the Code of Student Conduct as well as policies and procedures regarding disabilities services, grievances, controlled substances, anti-discrimination, sexual harassment, children on campus, smoking, posting materials, educational records, and academic integrity. The Code of Student Conduct also contains the definitions and processes for college disciplinary actions. The current Student Rights and Responsibilities document is available on the College website at and in the Standard Nine Exhibits. With respect to the release of student information, College policy complies with the Family Educational Rights and Privacy Act (FERPA) guidelines and other federal and state rules and regulations. No employee may gain access to student or personnel records until the employee has viewed a 30-minute FERPA training film and passed an exam. Academic Honesty (9.A.1) The most recent plagiarism policy adopted by the College has been in effect since fall At the time of this writing, the policy is being reviewed and recast as an academic integrity honor code. The current policy states that the college expects all students to be honest and to behave with integrity that is, to do their own work without unauthorized assistance. Although students behavior is monitored at some level while they are here, to be successful students they must demand integrity from themselves during their time here and later in their lives. The policy emphasizes that students should help to establish honesty as a value that characterizes the education of all students at the College. rights of colleagues and other experts outside of the College community. Therefore, it is of the utmost importance that our plagiarism policy protects these rights and educates all members of the SVC community regarding proper citations of the words and ideas of others. The policy provides examples, resources, and procedures for faculty when plagiarism is suspected. In addition, the consequences for plagiarism as well as the process for appealing grading and disciplinary decisions are described. The policy is included in the current Student Rights and Responsibilities document (pp ), available on the College website at Library faculty include information about academic integrity in their library orientation sessions and online guidelines to reinforce College policy. The chief administrator of the library also serves as the copyright officer for the College. Academic Freedom (9.A.5, Policy 9.1) Academic Freedom is addressed in Section 12 of the Collective Bargaining Agreement. This section states that Academic freedom is fundamental for the advancement of truth in all institutions of higher education conducted for the common good. The common good is best achieved when faculty are free to pursue scholarly inquiry without undue restriction, and to voice and publish conclusions that the faculty member considers relevant. This section ensures the faculty member s right to select materials. The right to freedom of discussion is fundamental in the search for truth, and faculty members have freedom of discussion and expression. At the same time, the College acknowledges this right is not license to introduce inappropriate material unrelated to course content. The College plagiarism policy also states that the College is committed to respecting the intellectual property rights of our faculty and students and the

179 Institutional Integrity 179 Accurate Representation (9.A.3) The College represents itself accurately and consistently to its constituencies, the public, and prospective students. The creation of a web-based College catalog makes information about course descriptions and program requirements more accurate and consistent. Most of the College s print materials encourage students to visit the website for the most up-to-date information. Evaluation and Revision of Policies, Procedures, and Publications (9.A.2) The Board of Trustees periodically reviews Board policy governing the College. The most recent major change to Board policy was the modification of Board Ends Policies following the revision of the College s strategic plan in spring Current Board policy is available on the College s public website at asp_q _pagenumber_e_293. As noted in Standard Six, the College has been revising its operational policies and procedures over the past two years to bring them up to date and make them more accessible. An administrative position is assigned administrative responsibility for each section of the OPPM. The administrator is expected to conduct periodic monitoring of operational policy to ensure that policies and procedures reflect current state and federal laws, board policy, agency guidelines, and Northwest Commission on Colleges and Universities accreditation standards. This review process also ensures consistency between policy and procedures and other Skagit publications, both in print and on the College website. A checklist has been created to assist administrators with accomplishing this review on an annual basis. Catalog content, including course descriptions and program requirements, are reviewed by administration and faculty during the biennial update of the catalog. Changes to program requirements emerging from governance are integrated into the online catalog as well. Safe Working Environment Skagit Valley College policy states that the College will comply with standards and systems of education for safety as prescribed by the Washington Director of Labor and Industries through the Division of Safety, by other state agencies with authority for emergency response planning, or by statute. The College provides safe and healthful working environment and training programs to improve the skill and competency of employees with regard to occupational safety and health. For example, a wellattended ergonomics workshop, sponsored by the Center for Learning and Teaching, was conducted in winter A Safety Committee, with a membership from all employee categories, advises the Safety Officer and assists in the detection and elimination of unsafe conditions and work procedures. Procedures for responding to campus emergencies are described in the All Hazards Emergency Response Plan (ER Plan). The ER Plan is based on the National Incident Management System (NIMS) used nation-wide by emergency first responders, including fire departments, police departments, and emergency medical personnel. The ER Plan is available to students, employees, and the general public on the college s public website at skagit.edu/news3.asp_q _pagenumber_e_2205 and hard copies are located in the offices of all deans, vice presidents, and the president. In August, 2008 FEMA training was held for individuals with roles in the ER Plan. The College maintains a Security Office to assist with the safety aspects of the College. Members of the College community are encouraged in policy and procedures to follow standard crime prevention practices such as locking their motor vehicles, parking and walking in well-lit areas, and remaining aware of people and surroundings when entering or exiting their vehicles or College buildings. Emergency phones are visible and clearly designated in certain parking areas for use in any emergency

180 180 Skagit Valley College Self Study 2009 situation. Security escort services are also available by contacting the Security Office. An Annual Campus Security Report is published in quarterly class schedules. A summary of the index offenses for the past three years by location is presented in Table 9.1. Table 9.1: Summary of Index Offenses, Index Offenses Murder 0/0/0/0/0 0/0/0/0/0 0/0/0/0/0 Sex Offenses 1/0/0/0/0 0/0/0/0/0 0/0/0/0/0 Robbery 0/0/0/0/0 0/0/0/0/0 0/0/0/0/0 Aggravated Assault 1/0/0/0/0 2/0/0/0/0 0/0/0/0/0 Burglary 3/0/0/0/0 0/0/0/0/0 0/0/0/0/0 Motor Vehicle 3/0/0/0/0 2/0/0/0/0 1/0/0/0/0 Theft Theft 26/1/0/0/4 11/0/0/0/1 20/0/0/0/1 Arson 0/0/0/0/0 0/0/0/0/0 0/0/0/0/0 Total 34/2/0/0/4 15/0/0/0/1 21/0/0/0/1 Note: Offenses are listed by location in the following order: MV/WIC/SJC/SWC/CVV Evolution as a Values-based Institution Over the past 10 years, Skagit has placed increasing emphasis on defining and adopting its core and educational values, continuing the College s evolution as a values-driven institution. Among the most important of the actions leading Skagit along this path was the strategic planning process undertaken in and the attendant revision of core values. The current core values are: Learning: Our focus is on learning in a climate of open inquiry, respect, academic freedom, and scholarship. Excellence: We deliver skillful teaching, innovative curricula and co-curricular activities, effective services and support, continuous assessment, and systematic, measurable change. Student Success: We foster student success by being learner-centered, remaining flexible and accessible, and engaging students as active partners in their learning and in shaping and participating in the life of the college community. Employees: We support, value, and reward our employees, who are key to the achievement of our vision and mission. Diversity and Global Multiculturalism: We affirm individual uniqueness, celebrate diversity, and encourage mutual cultural understanding. Civic Responsibility: We are committed to democratic ideals that encourage engagement in the affairs of the college and the community it serves, involvement in the global community, and the promotion of social justice. Sustainability: We model best practices to create facilities, systems, and programs that are regenerative and sustainable. Communication: We value honest and respectful communication that contributes to effective relations, operations, personal growth, and learning. While the College s commitment to these values is demonstrated in other chapters of the self-study, the high priority being given to sustainability as a value of the College is worth further elaboration. The focus of sustainability at the College is on operations and the curriculum. With regard to operations, for example, the Culinary Arts Program has developed a set of guidelines that advocates buying local, organic foods from farmers who use sustainable practices; using bio-diverse whole food; reusing, recycling, and limiting waste; and promoting understanding of the benefits of safe and nutritious foods. The student Environmental Club encourages and supports the College s sustainability efforts in a variety of ways working with campus administration to improve water quality related to storm water runoff. For the past four years, the Environmental Club has been filtering the storm drains to remove debris, oil, and grease before the water is discharged to local streams. The Environmental Club has also

181 Institutional Integrity 181 gathered data on the use of alternative products both sustainable and recyclable and engaged in a variety of activities that promote the use of 100% Green Energy, recycling, composting, and alternative transportation. Sustainability is incorporated in general education Learning Value 5 Global and Local Awareness and Responsibility which is defined as understanding the complexity and interdependence of, and stewardship responsibilities to, local and global communities and environments. Sustainability has been infused into several curricular areas. For example, students in a Learning Community combining art and environmental science inspired the native plantings around the mitigation pond next to the Nelson Building. An art student outlined a planting scheme along flower colors. The plantings were funded and planted by the Environmental Club. The Environmental Club continues to add under-story plants and addresses weed control. The pond has become an excellent teaching tool for the Environmental Conservation department. Skagit has also been involved in the development of a statewide Bioregion curriculum initiative, centered at Evergreen State College in Olympia, WA, that will infuse a sense of place and sustainability across the curriculum. For the past two years, faculty have attended conferences on identifying emerging green jobs and the knowledge, skills, and abilities required for these jobs so that relevant curricula could be developed. The College is pursuing grant opportunities to support the development of one or more new curricula in the professional-technical and academic areas. A Sustainability Fair is held on both campuses each spring, with participation across disciplines and programs. Fair activities include speakers on topics such as climate change and demonstrations of green transportation, technology, and local, organic produce. All of Skagit s sustainability efforts involve local industry, utilities, and unions. These partners are critical to safe, effective, successful implementation of sustainability initiatives. In 2008 the President approved the creation of the Sustainability Committee as a new governance standing committee, recognizing sustainability as a long-term College effort. In his to the College community announcing the new standing committee, the President stated that Skagit Valley College needs a governance vehicle by which the entire college community can bring their [sustainability] ideas for consideration and possible adoption by the College. To emphasize the seriousness of the College s efforts, President Tollefson signed the College Presidents Climate Commitment, a national agreement that provides a sustainability roadmap for the College. Commitment to Diversity As noted above, one of the values of the College is Diversity and Global Multiculturalism. As a College community we seek to affirm individual uniqueness, celebrate diversity, and encourage mutual cultural understanding. Diversity is also incorporated into general education Learning Value 4 Community and Cultural Diversity which is defined as recognizing the value of human communities and cultures from multiple perspectives through a critical understanding of their similarities and differences. In addition, the Board of Trustee s Policy E-2 states that Skagit Valley College is part of a diverse community and is committed to serving diverse student groups including those based on race, ethnicity, religion, age, gender, disability, and other special student demographics. Board policy also states that the College will: Encourage diversity in the college s employment process. Make explicit, in our curriculum, our institutional values regarding diversity. Promote a campus environment that is welcoming and respectful to all people. Provide for the special needs of many diverse student groups.

182 182 Skagit Valley College Self Study 2009 This commitment led the College to initiate a new diversity requirement for all degrees. Historically, the college had relied on an infusion model for addressing diversity in the curriculum. However, the results from internal studies led the General Education Task Force to recommend that specific courses be designated as meeting a diversity requirement for degree programs. The General Education Implementation Committee is working with the College community to fully implement this requirement. Non-Discrimination In March of 1992, the Skagit Valley College Board of Trustees adopted the Dignity Statement Relating to an Environment of Equity. This statement said in part, A most important policy of the Board of Trustees of Skagit Valley College is to provide a workplace in which all individuals can achieve success in a climate of equality for all people. Equity must be the guiding principle in all college matters. Because the college seeks diversity in all of its services and relationships, the dignity and rights of all people involved must be respected and preserved. As an academically-centered community, Skagit Valley College highly values and respects diversity as a necessary foundation for a healthy learning and working community. A stable, positive, and collegial environment is prerequisite to the success of its members. Consequently, the College, through operational policy, prohibits discrimination on the basis of race, ethnicity, national origin, ancestry, creed, color, gender, marital/parental status, sexual orientation, age, religion, and sensory, mental, or physical disability. With regard to students, gender equality is defined in policy as fair, impartial, and equitable treatment of a person regardless of gender which guarantees that all Skagit students have equal access to academic programs, student employment, counseling and guidance services, financial aid, and recreational activities including club sports and intercollegiate activities, regardless of sex. The following federal guidelines are applied to issues of discrimination: Title IX of the 1972 Education Amendments and Chapter RCW (which prohibits discrimination on the basis of race, color, religion, national origin, or sex); Title VII of the Civil Rights Act of 1964; the rehabilitation act of 1973; Title VI of the Civil Rights Act of 1964; The Vocational Education Act of ; and the Americans with Disabilities Act. In fall 2008, the State Board for Community and Technical College staff conducted a civil rights site audit. The audit consisted of 1) a review of data and materials compiled by the College, and 2) on-site observations of district programs, promotional materials, and facilities. As a result of this on-site audit, the College was commended for: the availability of its non-discrimination policy; the large number of documents available in Spanish to reach the growing Hispanic community in the district; the establishment of processes for identifying, assessing, and supporting students with limited English proficiency; the development of documents and processes in the recruitment and hiring processes that ensure the College encourages diversity; and the installation power-assisted doors on nearly every entrance to College buildings. The College was asked to: use a consistent non-discrimination statement in its written communications; update the admissions application to remove questions regarding race, color, national origin, and family status; add accessible parking and appropriate signage for handicapped individuals; cover all pipes under sinks in handicappedaccessible restrooms; and

183 Institutional Integrity 183 modify facilities as necessary to ensure that computer workstations, lab workstations and equipment, doorways, water fountains, urinals, and brochure racks are handicapped-accessible. A summary of the findings from the review and the next steps to address recommendations were provided to the Board of Trustees at their December 2008 meeting. Findings from the review are available in the Standard Nine Exhibits. Sexual Harassment Sexual harassment is an illegal activity and is not tolerated at Skagit Valley College. It is the policy of Skagit Valley College that harassment directed at any individual or group on the basis of gender, marital status, or sexual orientation is in violation of the mission and purpose of Skagit Valley College and will not be condoned. The College defines sexual harassment will as any behavior or action, either physical or verbal, which is sexual in nature, and uninvited, unwanted, or non-reciprocal. The policy and procedures related to sexual harassment are included both in the OPPM section for Students and in the OPPM section on Human Resources. Both students and employees have access to trained ombudspersons with questions about sexual harassment. Challenges The College strives to ensure that all publications are consistent with standards for design, content, and accuracy, an effort that will require continual oversight and guidance for the various programs/committees/groups/individuals that originate documents. The policies and procedures that guide the College need to be accurate and accessible, requiring timely completion of the current revision of the Operational Policies and Procedures Manual and dissemination to all College groups in an accessible format for implementation. Strengths and Challenges Strengths The College exhibits a strong commitment to its core and general education values. The College is committed to the highest level of integrity and ethical standards. Ethical expectations of students, employees, and board members are clearly outlined in Board policy, operational policy and procedures, and student handbooks. Freedom of inquiry and innovation are strongly supported in and out of the classroom.

184 184 Skagit Valley College Self Study 2009

185 Glossary 185 GLOSSARY OF ABBREVIATIONS AAG ADA ASC ASSVC BOT BFSU BRC CAC CBA CCSSE CLAMS CLT COD COLT Co-op CS CVV DHP DSS ECE EFA ER Plan ESL EVP FA FAFSA FERPA FMLA FTE FTEF GASB GEARUP GEIC GPA GSC HECB HR ILL IM IPO IR IT IU Assistant Attorney General Americans with Disabilities Act Accreditation Steering Committee Associated Students of Skagit Valley College Board of Trustees Beijing Foreign Studies University Business Resource Center Calling All Colors - Multicultural Students Club Collective Bargaining Agreement Community College Survey of Student Engagement College Library and Media Specialists Center for Learning and Teaching Champions of Diversity Council on Library Media Technicians Co-operative Education Career Services Campus View Village Displaced Homemakers Program Disability Support Services Early Childhood Education Exceptional Faculty Awards All Hazards Emergency Response Plan English as a Second Language Executive Vice President for Instruction and Student Services Financial Aid Free Application for Federal Student Aid Family Educational Rights and Privacy Act Family Medical Leave Act Full-Time Equivalent Full-Time Equivalent Faculty Governmental Accounting Standards Board Gaining Early Awareness and Readiness for Undergraduate Programs General Education Implementation Committee Grade Point Average Governance Steering Committee Washington Higher Education Coordinating Board Human Resources Office Interlibrary Loan Instant Messaging International Programs Office Institutional Research Information Technology Instructional Unit KSVR Skagit Valley Radio, 91.7 FM LEAD Leadership Experience and Development Program LIA Learning Into Action LOAP Learning Outcomes Assessment Plan LSTA Library Services and Technology Act MEChA Club Movimiento Estudiantil Chicano de Aztlán, Chicano Student Movement of Aztlán MSS Multicultural Student Services MVC Mount Vernon Campus NCTA Northwest Career and Technical Academy NIMS National Incident Management System NWCCU Northwest Commission on Colleges and Universities OCLC Online Computer Library Center OFM Washington State Office of Financial Management OPAC Online Public Access Catalog OPPM Operational Policy and Procedures Manual PDP Professional Development Plan PIO Public Information Office RCW Revised Code of Washington SAO Washington State Auditor s Office SBCTC Washington State Board for Community and Technical Colleges SCORE Service Corp of Retired Executives SEVIS Student and Exchange Visitor Information System SGID Small Group Instructional Diagnosis SIS Students-in-Service SJC San Juan Center SMS Student Management System SVC Skagit Valley College SVCFT Skagit Valley College Federation of Teachers SWC South Whidbey Center TILT The Information Literacy Tutorial TRC Tenure Review Committee UI University of Idaho UW University of Washington VA Veterans Administration VP Vice President WAC Washington Administrative Code WIC Whidbey Island Campus WSU Washington State University WWU Western Washington University

186 186 Skagit Valley College Self Study 2009

187 Index 187 index Preface...9 eligibility requirements...11 EXECUTIVE SUMMARY...13 History and Context...13 Characteristics of District Population, Students and Staff...13 Institutional Strengths Institutional Challenges Progress Since the 1999 Self-Study Report STANDARD ONE Overview and Context College Mission, Vision, Values, and Goals Strategic Planning...20 Institutional Effectiveness...22 Planning and Goal Setting...27 Reporting...27 State Accountability Initiative...28 Resources for Planning and Evaluation (1.B.6, 1.B.7, 1.B.8)...28 Strengths and Challenges STANDARD TWO...33 Resources (2.A.1)...34 Undergraduate Program (2.C)...36 The General Education Program (2.C.1; 2.C.2; 2.C.3; Policy 2.1)...37 General Education Reform (2.A.7; 2.C)...37 Skagit s Learning Community Model (2.C.3)...39 Professional/Technical Programs...39 Transferability (2.C.4; Policy 2.5)...40 Program Development (2.A.)...40 Library, Information Resources, and Instruction (2.A.8) Course Scheduling...42 Advising (2.C.5)...42 Credit for Prior Experiential Learning (2.A.10, Policy 2.3)...43 Awarding of Degrees and Certificates...43 Program Descriptions...44 Travel and Study Abroad (2.G; 2.H; Policy 2.4)...83 Elderhostel (2.G; 2.H)...83 Business Resource Center/Community Learning (2.G; 2.H)...84 elearning (Policy 2.6)...84 Early Childhood Education and Assistance Program (ECEAP) and Skagit /Islands Head Start...86 Program Deletions (2.A.11, 2.A.12)...86 Educational Assessment (Policy 2.2)...87 Innovation and Inquiry for Student Learning Project...88 Assessment of Learning Communities...88 Western Washington University Focus Groups...88 Program Review...90 Community College Survey of Student Engagement (CCSSE)...90 Strengths and Challenges...91 STANDARD THREE...93 Overview and Context...93 District and Student Demographics (3.B.1)...93 Impact of Technology...96 Student Services Learning Outcomes...96 Student Retention and Success...97 Organization and Staffing Facilities Student Support Services (3.D.2) Multicultural Student Services

188 188 Skagit Valley College Self Study 2009 TRIO Student Support Services Veterans Services Women s Programs Financial Aid (3.D.6) Counseling and Advising (3.D.10) Career Services (3.D.11) Health Services (3.D.12) Campus Housing - Campus View Village (3.D.13) Food Services (3.D.14) Bookstore (3.D.18) Academic Support Services (3.A.1, 3A.3) Learning Into Action and Cooperative Education Student Media (3.D.19) Student Activities, Student Responsibility, and Leadership (3.D.15, 3.D.16, 3.B.2) Student Conduct (3.B.3) Student Safety Matriculation Services (3.C) Athletics International Student Program Strengths and Challenges STANDARD FOUR Faculty Demographics and Roles Academic Advising Faculty Qualifications, Hiring Procedures and Retention Orientation of Faculty Scholarship and Artistic Creation Professional Development Professional Development Funding Sabbaticals Exceptional Faculty Awards Grants and Other Allocations Center for Learning and Teaching Research Policies and Procedures Participation in Academic Planning, Curriculum Development, and Governance Academic Freedom Faculty Evaluation Faculty Workload, Salaries and Benefits Strengths and Challenges STANDARD FIVE-A Purpose and Scope (5.A) Library Resources and Services Facilities and Access Staffing and Management Planning and Evaluation Strengths and Challenges STANDARD FIVE-B Information Technology Resources and Services (5.A.1, 5.A.3) elearning Network Services Web Services Administrative Services User Services Media Services Access to Information Technology Resources Computer Labs Classrooms Interactive Network Wireless Services Information Technology Equipment and Facilities (5.B.1) Personnel and Management (5.D) Planning and Evaluation (5.E) Strengths and Challenges STANDARD SIX Skagit Valley College Board of Trustees Board and Operational Policies Revised Governance Model Leadership and Management

189 Index 189 Role of Institutional Research Qualifications and Evaluation of Administrators Employment and Salaries of Administrative and Exempt Staff Affirmative Action and Nondiscrimination Collective Bargaining Strengths and Challenges STANDARD SEVEN Standard 7.A Financial Planning Standard 7.B Adequacy of Financial Resources. 167 Standard 7.C Financial Management Standard 7.D Fundraising and Development Strengths and Challenges STANDARD EIGHT Standard 8.A - Instructional and Support Facilities Standard 8.B - Equipment and Materials Standard 8.C - Physical Resources Planning Strengths and Challenges STANDARD NINE Ethical Standards in Management, Operations and Relationships (9.A.1) Conflict of Interest (9.A.4) Ethical Standards with Students (9.A.1, 9.A.2) Academic Honesty (9.A.1) Academic Freedom (9.A.5, Policy 9.1) Accurate Representation (9.A.3) Evaluation and Revision of Policies, Procedures, and Publications (9.A.2) Safe Working Environment Evolution as a Values-based Institution Commitment to Diversity Non-Discrimination Sexual Harassment Strengths and Challenges GLOSSARY OF ABBREVIATIONS tables index

190 190 Skagit Valley College Self Study 2009

191 Index 191 tables index Table P.1: Standards Writing Team Membership, January Table E.1: Selected Characteristics of District Population by County Table E.2: Higher Education Participation Rate and Rank by County, Table E.3: College FTE Enrollment and Headcount, 2003 to Table 1.1: Strategic Planning Process Overview (1.B.2, 1.B.3) Table 1.2: SVC Mission, Vision, Values, and Strategic Goals & Objectives (1.A.4) Figure 1.1: Planning, Reporting and Improvement Process (1.A.3, 1.B.1, 1.B.5) Figure 1.2: Administrative Responsibilities for Multi- Level Planning and Reporting Table 1.3: Board of Trustees Monitoring Reports Table 1.4: SVC Student Achievement Points by Category Table 1.5: CCSSE: Importance, Use of, and Satisfaction with Advising (%) Table 1.6: CCSSE: Information Sources for Education Program Requirements (%) Table 1.7: CCSSE (2007 Only): Met with Advisor by the End of Week Four (%) Table 1.8: Winter 2006 Student Advising Survey Table 2.1: Core Expenses per FTE Enrollment by Function, Fiscal Year Table 2.2: Program Changes, 1998 Present Table 2.3: elearning Annualized FTE, to Table 2.4 ABE, GED and ESL Students Goal Completion and Enrollment Data* Table 2.5: LCs Offered with Social/Behavioral Sciences Table 2.6: Evidence of online/hybrid course offerings Table 2.8: Survey questions Table 2.7: Student Ratings of Objectives Table 2.9: Placement of OFTEC graduates Table 2.10: Student skills Table 2.11: Assessment results of students completing BISC Table 2.12: Percentile on ACS Exam Table 2.13: Students Performance on MMCE Table 3.1: Student Perceptions of Relationships at the College Table 3.2: County Population by Race and Ethnicity Table 3.3: International Student Enrollment, Selected Years Table 3.4: Student Satisfaction with Intake Processes Table 3.5: Retention of New Students with Transfer or General Studies Degree Goal, Fall 2006 & 2007 Cohorts Table 3.6: Retention of New Students with Professional-Technical Degree Goal, Fall 2006 & 2007 Cohorts Table 3.7: Student Responses on 2007 CCSSE Advising Questions, Skagit and NW Consortium Table 3.8: Student Responses on CCSSE Advising Questions Table 3.9: Summary of Drop-In Tutoring Evaluation Results Table 3.10: Student Perceptions of Social Support Table 3.11: Student Satisfaction with Co-Curricular Programs from CCSSE Table 3.12: Student Participation in Co-Curricular Activities by Hour Category Table 3.13: Graduation/Transfer-Out Rates,

192 192 Skagit Valley College Self Study 2009 Table 4.1: Degrees Held by SVC Full-Time Faculty Table 4.2: Years of Service, Full-Time Faculty Table 4.3: WA CTC and Skagit Full-Time Faculty Salary Increases Table 5.1: Library Hours Table 5.2 Staffing FTE, 1998 and Table 6.1: Skagit Valley College Board of Trustees, Table 6.2: Board and President s Cabinet Letter to our Students Table 6.3: SVC Governance Standing Committees Table 9.1: Summary of Index Offenses,

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194 Skagit Valley College Self Study 2009 Published 01/09 Doug Scott, 1999 Doug Scott, 1999 mount Vernon Campus whidbey island campus south whidbey center san juan center business resource center Skagit Valley College provides a drug-free environment and does not discriminate on the basis of race, color, national origin, sex, disability, sexual orientation, or age in its programs and employment. The following person has been designated to handle inquiries regarding the non-discrimination policies: Executive Director of Human Resources 2405 E. College Way Mount Vernon, WA